«Северное сияние» востоковеда Степаноса Назаряна: из истории реформы армянского литературного языка

• Main Author: ГЕВОРКЯН СЕРГЕЙ ГЕОРГИЕВИЧ
• Format: Text
• Language: unknown
• Published: Автономная некоммерческая организация Научно-издательский Центр "Пространство и Время" 2015
• Subjects: АРМЯНСКИЙ ЯЗЫК,АРМЯНСКАЯ ЛИТЕРАТУРА,СТЕПАНОС НАЗАРЯН,ЖУРНАЛ "ЮСИСАЙПАЛ",ЛАЗАРЕВСКИЙ ИНСТИТУТ ВОСТОЧНЫХ ЯЗЫКОВ,ARMENIAN LANGUAGE,ARMENIAN LITERATURE,STEPANOS NAZARYAN,"HYUSISAPAYL" MAGAZINE,LAZAREV INSTITUTE FOR ORIENTAL LANGUAGES; Lazarev; Northern lights; северное сияние
• Online Access: http://cyberleninka.ru/article/n/severnoe-siyanie-vostokoveda-stepanosa-nazaryana-iz-istorii-reformy-armyanskogo-literaturnogo-yazyka; http://cyberleninka.ru/article_covers/16435368.png

Степанос Назарян российский и армянский публицист, востоковед, историк литературы, просветитель, общественный деятель, преподаватель армянского языка в Казанском университете, профессор персидской и арабской литературы в Лазаревском институте восточных языков в Москве. С 1858 по 1864 гг. Ст. Назарян издавал в Москве влиятельный журнал «Юсисайпал» («Северное сияние»), который оказал большое влияние на развитие армянской общественной мысли и самого армянского литературного языка. Назарян выступал сторонником распространения народного образования и обязательного создания светских школ, а также замены классического армянского новым литературным языком, который был бы понятен широким слоям народа. Статья представляет собой очерк истории борьбы Назаряна за реформу языка, с одной стороны, и попытку осмысления значения победы просветителя в этой борьбе, с другой. Показано, что проблема нового языка была своевременно поставлена армянскими просветителями, была всесторонне рассмотрена в тесной связи с судьбой народа и с вытекающими отсюда задачами культурного просвещения народных масс, и грамотно решена сугубо практическими средствами, поскольку эта проблема, будучи в основе своей практической, не носила чисто эстетического характера. In the 21st century, the problem of reform of national languages and place of print media, published in these languages, in such reforms as relevant as in the 19th and 20th centuries. The role of educator’s personalities and their contribution continues to be the decisive factors in the development and institutionalization of national languages and teaching them as well as in international cultural relations. Using historical and genetic and contextual methods, I examine the subject of my article, which is the role of the Armenian educator Stephanos Nazaryan (1812-1879) and his magazine "Northern Lights" in the reforms of Armenian literary language, and generally in the cultural atmosphere of the second half of the 19th century in the Russian Empire. Stepanos Nazaryan was a Russian-Armenian publicist, historian of literature and orientalist, professor of Persian and Arab literature in Moscow in Lazarev Institute for Oriental Languages, author of scholarly writings including work on Firdausi’s “Shahnameh” (his doctoral dissertation). In the 1850's, Stepanos Nazaryan became the leader of the Armenian enlightenment movement. Between 1858 and 1864 in Moscow, he issues the quality magazine “Hyusisapayl” (“Northern Lights”), which had a great effect on the development of progressive public thought in Armenia in the whole and on Armenian literary language and humanitarian education in particularly. He criticized serfdom and clerical power; however, he refused to classify his actions as part of a broader class struggle. Nazarian advanced the idea of public education in the new enlightenment era as well as the replacement of Classical Armenian (Grabar) with the new literary Armenian (Ashkarhabar). So, my article is an essay on the history of Nazaryan’s struggle for reform in language, on the one hand, and the attempt to comprehend the importance of the victory educator in this fight, on the other. I show, the problem of reforming language in the mid-19th century, being inherently practical, do not have the nature of a purely aesthetic. I make the following conclusion about the reasons for the success of this reform: Armenian educators promptly set up a problem of new language, it comprehensively considered in close connection with the fate of the people and were not only able to formulate objectives of the cultural education of the popular masses, but also competently solve them by exclusively practical means. The magazine, published by Professor Nazaryan, was a major element in a complex of such of practical tools.