skip to Main Content

Place your order

Fill in the order form and provide all details of your assignment.

Proceed with the payment

Choose the payment system that suits you most.

Receive the final file

Once your paper is ready, we will email it to you.

Please dedicate 1 page per response to each weeks readings. I have attached the

Please dedicate 1 page per response to each weeks readings. I have attached the readings that you will need. I have also provided a peer’s sample answer for each weeks discussion. Please do not copy it but feel free to use it as inspiration.
Week 1:
Sample Response: For this week, we read about Shi’ism and the Safavid revolution. In the reading, the author mentions the historical context and the roots of the Safavid’s power as the outcome of constant tensions in the realm, which included foreign invasions such as that of the Mongols. Hence, this continued struggle played a significant role in establishing an identity for the Safavids – one that also had a mystical appeal. Notably, in the earlier stages of establishing a Safavid order, the utilization of tribal lines such as the Qezilbash significantly assisted them in forming a potent presence in the region.
Nonetheless, it was interesting that the Qezilbash had very different values in comparison to the conventional Twelver Shi’ism, which stemmed from a diverse array of geographical and non-Islamic traditions. Despite this apparent divergence in many values, the unique twelve-folded attire of this group was generally interpreted as their devotion to the Twelvers. As Amanat underlines, the more plausible purpose of this outfit was a symbolized devotion to the Safavi leaders (43). However, regardless of which is more accurate, this multifaceted interpretation once again showcases the prevalence and the significance of incorporating religious ideologies into certain practices/rituals in order to reach a broader audience.
Readings:
Anzali – Debate Mulla Qummi and Mulla Majlisi
Khafipour – Safavid Claim to Sovereignt
Week 2:
Sample Response: This week’s readings discussed the emergence of the Babi and Baha’i faiths during the Qajar era, presenting them as a part of Iranian modernity, religious movements which contained faithful from across a wide variety of social groups in Iran, and evidence of and a response to growing public discontent towards the Qajar dynasty.
The following quote from Cole’s reading stood out to me: “The vast majority of those who became Bahais were peasants or urban workers and artisans. Admittedly, for many of the illiterate working-class Bahais, the attractions of the religion may have lain more in its millenarian promise of a bright new future, in its being an authentic, indigenous Iranian response to the onslaught of European modernity, or in the dread the religion inspired among the feudal nobility (so that joining it was a means of “silent” protest against their exploitation by the Qajar, Shi`ite Establishment).”
Clearly the Baha’i faith was not simply an urban or bourgeoise movement, rather it was a movement which appealed primarily to peasants, urban workers, and others looking for hope and a better future for themselves and Iran during this uncertain period of Iranian history. Furthermore, the faith served as a cry of defiance against the Qajar regime and their mistreatment, as well as a beacon in the age modernization and Western imperialism.
The readings also debunked the Orientalist narrative and myth of decline which has presented the Qajar era as a dark age in Iranian history, for they show that in terms of religion, art, and modernization, the Qajar era was a time of growth. The establishment of Dar-ol Fanun highlights the Qajars’ attempts at modernization, as well as the fact that they had some success in this area.
Readings: kia-persianate-selves-intro
ringer – Negotiating Modernity in Between Tradition and Modernity
Week 3:
Sample Response: This week we discussed nationalism and the national identity created in Iran based on a pre-Islamic past. One major factor in this new Iranian identity is calling oneself “Aryan.” I do not necessarily see this as a bad thing, seeing as the name “Iran” itself has the word “Aryan” incorporated into it. The problem here comes from the fact that this term was redefined by European scholars who sought to make definitions based on their own limited and biased understanding.
Another interesting thing that I noticed during class is that the question of culture was brought up, and whether or not it is okay for non-Zoroastrian Iranians to adopt and use symbols such as Faravahar. I personally do not see a problem with this since these ancient traditions and symbols belong just as much to our ancestors as it does for modern day Zoroastrians. In other words, it seems like we think of the Muslim past as a rejection of these ancient ways of life, while in reality, as we learned, these ancient cultures would be incorporated into new systems and change over time. Overall, learning about the pre-Islamic period and being proud of it should not be associated with racism or ant-Islam, since it was a period which had great lasting influences on all of Iran’s history.
However, the same problem is brought back up, that is, the misinformation surrounding these symbols. As can be seen in my notecard post, many Iranians create assumptions about these historic objects, and are quick to accept false information about them that sounds good. This is further boosted by the companies creating replications or jewelry based on such items, and using the false nationalistic perspective to sell copies of them.
Another example of false national understanding comes from the perception of Reza Shah. It is clear that his main goal was to centralize the country and to build up power for himself, and any goal he had regarding national identity or pride towards the ancient culture was secondary to him. This does not mean however that the path he took for the country was a bad thing, in reality, I think the evidence shows that Iran was better off under his rule and foundation, which later allowed a state to be created that was able to compete with Europe. However, it is also important to mention that he did not do what he did out of kindness or nationalism.
Readings:
marashi-ch1.
ringer-ch7.
Week 4:
Sample Response: This week we read “Red Shi’ism vs. Black Shi’ism,” an article written by Dr. Ali Shariati. I found his classification and discussion of Shia Islam very interesting, specifically how he splits it into red and black Shi’ism. Shariati takes the side of Red Shi’ism, and describes it as a revolutionary side. Black Shi’ism on the other hand is that which has been established by the elite ruling class, and is used to control and oppress the masses. While I do not exactly agree with the ideal system that Shariati has in mind for Iran, it is clear that he is very well read on the matters of history, and that his anti-establishment ideologies are very interesting. Overall, it seems like he believes in a form of Marxism and Islamism, which seems to be a common blend among many of the Iranian revolutionaries who held Islamic beliefs at this time. I believe that studying Shariati’s philosophy is central for understanding one of the major factors of change within Iran, and one of the Pahlavi Dynasty’s biggest opposition.
Reading: https://www.iranchamber.com/personalities/ashariati/works/red_black_shiism.php
Week 5:
Sample Response: This week we reviewed Shariati’s work in class, and moved on to discussing Khomeini, and his writings, as well as his philosophy. One particular thing which I found interesting was that Dr. Benkato mentioned how Khomeini’s work was not completely revolutionary or different from the writings of past Shia clergy. I never thought too much about this, but I think that it is an important point to discuss in regards to the context behind the revolution. It seems to me like Khomeini’s straightforward and traditional arguments sold the image of a religious figure who cared about upholding Islamic law with the goals of improving a society and helping its citizens. This narrative, in contrast with the newer, centralized, authoritarian state formed by Reza Shah, and upheld by the Shah shows how Khomeini’s arguments and criticisms were very well received by the majority of Iranians. Another interesting point about Khomeini is how popular he would become among the lower class. Despite having support across all classes, the vast majority of his followers were poor or uneducated, showing that the Shah’s so called “secular” approach antagonized them, while the higher classes who followed Khomeini had issues with the Shah’s authoritarian and Western-controlled rule.
Readings:
vejdani_The_Place_of_Islam_in_Interwar_Iranian_N.
chehabi_1996_impossible_republi

Quality Papers

At eliteacademicessays.com, we always aim at 100% customer satisfaction. As such, we never compromise o the quality of our homework services. Elite academic helpers ensure that they craft each paper carefully to match the requirements of the instruction form.

Affordable Prices

Our company maintains a fair pricing system for all academic writing services to ensure affordability. Our pricing system generates quotations based on the properties of individual papers.

Professional Academic Writers

With eliteacademicessay.com, every student is guaranteed high-quality, professionally written papers. We ensure that we hire individuals with high academic qualifications who can maintain our quality policy. These writers undergo further training to sharpen their writing skills, making them more competent in writing academic papers.

Customer Support 24/7

Our customer support works around the clock to provide students with assistance or guidance at any time of the day. Students can always communicate with us through our live chat system or our email and receive instant responses. Feel free to contact us via the Chat window or support email: support@eliteacademicessays.com

.

100% Originality

Eliteacademicessays.com maintains a zero-plagiarism policy in all papers. As such, Elite academic essays professional academic writers ensure that they use the students’ instructions to deliver plagiarism-free papers. We are very keen on avoiding any chance of similarities with previous papers.

On-Time delivery

Elite Academic Essays guarantees all students of swift delivery of papers. We understand that time is an essential factor in the academic world. Therefore, we ensure that we deliver the paper on or before the agreed date to give students ample time for reviewing.

Our Homework Writing Disciplines

Get High-Quality Homework Writing Services
Back To Top