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In this article,first,postmodernism and its most important components, such as ontological theme, revalation of novel techniques,short circuit,indeterminacy,time disturbance,shift of narrator and point of view, rebellious characters,multiple endings,are shortly described.Then the existence of some of them in two short stories of Abootorab Khosravi( PELEKAN and HUZUR) is demonstrated,using some examples of the texts.Although these two texts have some of the elements of modernism ,ontological theme, which is the dominant element of postmodernism,can be seen in these texts; therefore they could be considered as postmodern texts.

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 Mojahed Gholami, PH.D.
Abstract
 
This article, by taking into consideration novel theories on poetry, especially the formalist standpoints, intends to study the efficiency of what is referred to as the defects of eloquence in the contemporary analysis of Farsi poetry. This process has taken place in two generalized and detailed styles. In the generalized process, the issue of dominating element in Russian formalism has been taken into account and interaction has been made between the theories presented on the defects of eloquence in Farsi books. Also, the shortcomings of eloquence up until the end of period of promotion of Hindi styles have been classified and researched in the three domains of compatibility, lack of compatibility and regression. The analysis of this subject leads us to conclude that in the era of compatibility, concurrent with the development of Khorasani style, the views presented on the defects of poems were in line with Farsi poetry. However, this rate of compatibility gradually declined. In the incompatibility era, which was concurrent with the  promotion of Hindi style; the social, literary, and aesthetic needs of Farsi language wiped out the originality of the analysis of contemporary poetry in based on consideration of defects of traditional eloquence.
In the detailed approach, the views of formalists on establishment of unity in language via reduction and addition of a number of norms seem inefficient in identification of defects of eloquence. Based on the analysis of this topic, it was concluded that in the formalist approach and in dealing with modern poetry, the cases taken into consideration as the defects of poetry actually distinguish literary language from ordinary language and ultimately lead to creation of poems.
 

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Abstract
Ever since Brian McHale emphasized the modern epistemological and ontological element in the separation of the modern novel from the postmodern novel, the subject of the dominant element has been considered in most postmodern research. McHale believed that in modern novels the dominant element is epistemological issues. Postmodern novels, on the other hand, pay more attention to ontological issues. Epistemology is a part of philosophical knowledge that has gained special importance during the last three centuries and its subject is the study of the issue of cognition and its characteristics. McHale believed that modern novels address questions in both content and structure that revolve around the issue of cognition. Questions such as how is cognition achieved? Where is the scope of awareness? What is the structure of knowledge? The novel "The Great Magician's Conversation with the Queen of the Colorful Islands" tells the story of a day in the life of a teenager named Rahi who becomes a guest of a family that has lost its child. In this work, the author has made the subject of cognition the subject of narration both in content and structure. The present study has used a descriptive-analytical method to study the dominant epistemological element in this novel. The results show that in this work, Khanian has examined the characteristics, conditions and scope of cognition by using approaches such as the function of linguistic signs in the matter of consciousness, the issue of intentionality and the subject of dynamics in consciousness.
Extended abstract
Problem statement: Bryan McHale believes that in distinguishing modern novels from postmodern novels, we must return to the subject of the "dominant" first raised by Roman Jacobson, who considers epistemology to be the dominant theme of modern novels and the dominant theme of postmodern novels. In this article, an attempt has been made to examine the dominant epistemological issue in the adolescent novel "The Conversation of the Great Witch with the Queen of the Island of Colors" by Jamshid Khanian. Jamshid Khanian is one of the writers of the age group of children and adolescents, who in his works, in addition to using new writing techniques, reflects new concerns and ideas. The current research, in addition to providing a practical model for recognizing the characteristics of the dominant epistemology in literary works, will show some of the semantic capacities of the novel "The Great Wizard's Conversation with the Queen of the Island of Colors". The present article has been done in a descriptive-analytical method
Research findings:
 Jamshid Khanian is one of the writers of the age group of children and adolescents who in the process of creating his fictional works pays attention to both formal and content issues. “The Great Wizard Conversation with the Queen of the Island of Colors” focuses on cognition both in design and content. The epistemological concerns in the text of this novel have a special expression in the form of content issues and the form of narration. Khanian, both in the whole narrative and in the dialogues of the characters, has considered the subject of linguistic signs and its components, namely the signifier and the signified, as well as the quality of the relationship between these two components. In his view, linguistic signs, as the main tool available to human subjects in representing facts, are by no means expressive; But humans have no choice but to use these signs. According to this author, children and adolescents use more initiative in the process of assigning signs, i.e., written and written forms to meanings, i.e. mental forms, and this issue in naming different phenomena, places and emotions by the main character that is, "Rahi" is observed. The book is also devoted to the process of formation of consciousness in the minds of subjects. Taking into account the phenomenological approaches of the famous contemporary philosopher Edmund Husserl, the author has depicted the subject of different effects and multiplicity of phenomena according to the type of attention and also attention of the subjects to these phenomena in the form of story events. In different parts of the story, we see situations in which the hidden attention and intentions of the cognitive actor cause different manifestations of things and phenomena. The issue of constant change in consciousness is another issue in the field of epistemology that has been considered in this story. Apart from the contextual attention to this major approach in the category of cognition, the structure of the narrative in this novel is designed in such a way that the reader's consciousness is constantly subject to change and transformation. This story is narrated in 54 separate sections. The individual parts begin and move forward when Rahi's character enters Ms. Parsa's room, and the couple parts are dedicated to narrating the events from morning to noon on the day of the story. This special type of narration has caused the reader to face topics and conversations in the individual sections that s/he is not aware of, and it is in the process of reading the couple sections that s/he becomes aware of the history of the conversations. This makes the reader's consciousness always change; As in the initial encounter with the conversations between the characters, a mentality is formed in him, which changes as the narrative progresses. This situation leads the reader of the novel to conclude at the end of the reading that believing in certainty in the subject's understanding of the phenomena can have harmful consequences.
Conclusion:
The results show that in this work, Khanian has examined the characteristics, conditions and scope of cognition by using approaches such as the function of linguistic signs in the matter of consciousness, the issue of intentionality and the subject of dynamics in consciousness.

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Anti-war literature is a subset of peace literature. Peace is portrayed in both negative and positive ways. Positive peace is defined on the basis of the concept of moral cosmopolitanism, while negative peace is in contrast to the concept of war. Accordingly, the cosmopolitan stories represent the utopia and the anti-war stories represent the ruined city. The data of this research are picture books with anti-war stories of age groups B and C. This article was written using the analytical-descriptive method and based on the formalist approach to answer how common devices (common formal patterns) are in children's anti-war stories. The result of this research shows that anti-war stories are divided into three categories according to the dominant element of the story based on the part of the triple process of beginning, middle and end of the war: beginning-centered, middle-centered and end-centered. Each of these three categories is further divided into subcategories based on the devices they use. The acceptance of the emerging genre of anti-war literature and the lack of sufficient internal and external research on peace literature for children necessitates research. This article is the first to categorize children's anti-war literature using a formalist approach.
Introduction
Peace in children's literature is presented in two ways: positive and negative. Positive peace means cosmopolitanism and coexistence while respecting each other's differences. "Negative peace is the absence of violence or war" (Galtung, 1969).
In this article, anti-war stories are not stories based on mild and minor violence (such as ridicule or rejection), but the content of anti-war stories is based on the display of extreme violence (such as large-scale wars) with collective and physical injuries. Indeed, such stories represent the beauty of peace by showing the ugliness of war.
The novelty of the present study is that it analyzes anti-war stories in children's literature and introduces a new classification. The classification of the forthcoming article not only helps the researchers of comparative literature, but also opens a window to peace literature for the authors of children's literature.
Background
Although the anti-war literature in the world has received the attention of researchers; But whether in Iran or abroad, there is still a lack of peace research in the field of children's literature.
"Journal of Peace Research" abbreviated as JPR is an interdisciplinary monthly magazine that has been publishing research related to peace since 1964 (especially articles related to the causes of violence and conflict solutions). Among the peace research books, we can mention War no more: three centuries of American antiwar and peace writing (2016, Rosenwald). The said book is a collection of articles, stories, songs, memories and speeches that convey the message of anti-war and peace. Chapter 7 of War and American Literature (2021, Rosenwald); With the title "About anti-war literature", this author has also discussed American anti-war literature.
In Iran, unlike the literature of holy defense, not much research has been done on anti-war literature. "Exploring Anti- war stories in the holly defense literature" (J′afariyan, 2014) is one of the few researches that have been conducted in this field. The mentioned research deals with the types of characters, anxiety disorders, political-social criticisms and nostalgia in Iranian anti-war stories.
Aims, significance, and questions
Some people consider anti-war literature to be imported. According to them, this genre is the concern of pacifist writers from countries for whom war recalls the crimes of the World War or the 20-year war in Vietnam and the like. At the same time, Iranian writers associate war with defense against the aggression of the Baathist regime in Iraq and tend to write stable literature. What confirms the necessity of this research is the fact that while writers once praised stability due to an imposed war, some of them now no longer see proxy wars as an inevitable necessity. Therefore, whether right or wrong, anti-war literature has become part of the reality of this country's literature. The research questions are:
1- Corresponding to the three stages of the war process (beginning, middle and end), what are the types of children's anti-war stories in terms of the dominant element?
2- According to the formalist approach, in each of the above-mentioned types of stories, the foregrounding  of the dominant element is based on what devices (formations)?
3- In children's anti-war stories, which devices are consistent with Baudrillard's simulation theory?

Research Methodology
The research method is analytical-descriptive, and the sample group is selected by the "purposive sampling" method. To complete the sample, the method of "data saturation" was used. Authored and translated books titled "Peace and Friendship" and one hundred and thirty-five picture and illustrated book titles for age groups "B" and "C" were collected from the Iranian publishing market through library research. Stories that had an explicit anti-war theme were separated from them. The sample size resulting from saturation consists of twenty-four works, which are cited below and in the final table of the article.
This article's approach to studying children's anti-war stories is the formalist approach. The goal of formalism is to discover the form of the work. The key concepts of the formalist approach are: Form, devices, dominant element, foregrounding, defamiliarization.
The war process has three parts "beginning, middle and end". Depending on which part of the threefold process of elemental war predominates, war stories are divided into three categories: initiation-oriented, middle-oriented, and ending-oriented. Each of these threefold categories is classified into sub-categories based on the devices and formalistic arrangements used in the work, and then a detailed tree diagram of each of the above threefold categories is displayed.
Conclusion
Considering the age conditions and the cognitive level of the children, the visual stories of age group "B" and "C" are very brief, single-core, and single-centered and do not have multiple focus. In other words, these stories explicitly convey only one message (no complex and multiple messages) by using highlighting. Therefore, the dominant element in these stories was clearly emphasized in a convergent manner through devices such as the title of the book, the naming of the characters, the phonetic and semantic forms of the descriptions and the images attached to the text. Based on which dominant element is formed by highlighting which part of the three stages of the war process, anti-war visual stories are divided into three categories: initiation-oriented, middle-oriented, and ending-oriented. In this context, this article, while presenting the devices related to each of the three types of dominant elements mentioned above, shows that despite the claims of some critics who consider the formalist approach to be a mechanical one and lacking a dynamic ability to critique and analyze contemporary literature, formalism, like any other approach, can still be effective in criticism and draw the patterns of similarities and formal differences of stories such as the anti-war stories in children's literature by relying on the dominant element and highlighting devices.
References
Galtung, Johan. (1969). Violence, Peace, and Peace Research. The Journal of Peace Research. 6(3). Pp: 167- 191.
J′afariyan, A. (2014). Exploring Anti- war stories in the holly defense literature. MA degree in the Persian Language and Literature. Shahrekord University: Faculty of Literary and Humanities. [Supervisor: J. Safari & visor: E. Sadeghi] [in Persian].
Rosenwald, Lawrence. (2016). War no more: three centuries of American antiwar and peace writing. New Yurk: Liberary of America. (ISBN: ‎ 978-1598534733).
Rosenwald, Lawrence. (2021). "On Anti-war Literature". In War and American Literature. Jennifer. Haytock (Ed.). United Kingdom: Cambridge University Press. Pp: 103- 118. (DOI: https://doi.org/10.1017/9781108654883.010).