A Comparative Study of James Redfield's Mystical Approach in The Celestine Prophecy with Major Persian Mystical-Educational Texts

Document Type : Original Research

Authors
1 Associate Professor of the Department of Arabic Language and Literature, Shiraz University, Shiraz, Iran.
2 Associate Professor, Department of Persian Language and Literature, Neyshabor University, Neyshabor, Iran.
3 assistant professor in Arabic language and literature
Abstract
Comparative literature provides a productive field for observing and understanding intercultural interactions and influences. Historical, cultural, and literary imperatives, along with the investigation and chronological mapping of such exchanges, position James Redfield's novel The Celestine Prophecy as a pertinent subject for critique and analysis from this perspective. The work advocates a form of contemporary spirituality and mysticism and has garnered widespread global reception, including in Iran, where readers often engage with it based primarily on its surface narrative. This study first analyzes the mystical and didactic dimensions of Redfield's novel and subsequently compares them with those found in seminal Persian mystical-educational literary works (by Hafez, Rumi, and Saadi). The findings reveal that the novel's mystical and instructional themes are structured around nine "insights," encompassing subjects such as self-knowledge, love as the core of creation, the consciousness of beings, love, purposiveness, and others. While the work's outward form is appealing and bears notable resemblance to Persian mystical and didactic literature, an analysis of the cultural, social, and political context of its production highlights its distinctiveness from the Persian tradition. The novel's genre aligns with New Age self-help, despite its resemblance to classical religious-mystical works. It promotes a popular spirituality focused on resolving personal dilemmas and self-empowerment. Furthermore, the author attempts to present a vision of a utopian future society to the reader.

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