The Tenth Annual ASMEA Conference October 19-21

ASMEA (Association for the Study of the Middle East and Africa) held its Tenth Annual Conference entitled “The Middle East and Africa: Assessing the Regions Ten Years On” on October 19-21, 2017 in Washington, D.C. at the Key Bridge Marriott Hotel… for more information see here … or click on icon below …

Official flyer from the 10th ASMEA Conference of 2017 (see pdf version here …)

The Library of Social Science (LSS) Book Exhibits was also  present during the ASMEA Conference. The LSS presented the latest academic textbooks for the purpose of promoting these to academic researchers and experts as well as for university coursework, diplomatic delegations, etc.

Photo of the Library of Social Sciences Book Exhibit during the 9th ASMEA Conference in 2016 (Photo: Mei Ha Chan, Associate Director, Library of Social Science Book Exhibits).

Elliott Abrams, senior fellow for Middle Eastern studies at the Council on Foreign Relations, delivered the keynote address at the Tenth Annual ASMEA Conference … for more information see here…

For a full list of the academics and experts at this conference see here … or click on icon below …

Kaveh Farrokh’s presentation at the Conference was: A Synopsis of Sassanian Military Organization and Combat Units which will be within the panel of “Strategies and Armies of Sasanian Persia and Rome“, with Dr. Ilkka Syvanne (Affiliated Professor of the University of Haifa; Finnish Society for Byzantine Studies) as the Discussant. Kaveh Farrokh’s article provided an overview of the organizational structure and military units of the Sassanian army (Spah) of 224-651 CE.

The  Library of Social Sciences Book Exhibit displayed Kaveh Farrokh’s latest comprehensive textbook on the Sassanian army (Spah) to be released on November 14, 2017, during the Tenth Annual ASMEA Conference in October 2017.

Sheda Vasseqhi PhD Study: Positioning of Iran And Iranians In Origins Of Western Civilization

Sheda Vasseghi has completed her PhD Dissertation at the University of New England entitled:

Positioning Of Iran And Iranians In Origins of Western Civilization. PhD Dissertation, University of New England (download this at Academia.edu …)

Sheda Vasseqhi

Vasseghi’s PhD academic advising team were composed of the following members: Marylin Newell, Laura Bertonazzi and Kaveh Farrokh.

Her study explored a number of widely taught college-level history textbooks in order to examine how these positioned Iran and Iranian peoples in the origins of Western Civilization. As noted by Vasseghi in her abstract:

“Western Civilization history marginalizes, misrepresents, misappropriates, and/or omits Iran’s positioning. Further, the mainstream approach to teaching Western Civilization history includes the Judeo-Christian-Greco-Roman narrative.”

Vasseghi used a multi-faceted theoretical approach—decolonization, critical pedagogy, and Western Civilization History dilemma—since her study transcended historical revisionism. This collective case study involved eleven Western Civilization history textbooks that, according to the College Board’s College-Level Examination Program (CLEP), are most popular among American college faculty. Vasseghi reviewed and collected expert opinion on the following five themes:

(1) terminology and definition of Iran, Iranians, and Iranian languages

(2) roots and origins of Iranian peoples

(3) which Iranian peoples are noted in general

(4) which Iranian peoples in ancient Europe are specifically noted

(5) Iranians in connection with six unique Western Civilization attributes.

Vasseghi selected experts specializing in Iranian, Western Civilization, and Indo-European studies in formulating a consensus on each theme. She then compared expert opinion to content in surveyed textbooks. Vasseghi discovered that the surveyed textbooks in her study overwhelmingly omitted, ill-defined, misrepresented, or marginalized Iran and Iranians in the origins of Western Civilization.

Readers are encouraged to visit Kaveh Farrokh’s Academia.edu profile cited in the introduction of this post to download Sheda Vasseghi’s Dissertation. Here is one of the quotes from her study:

“The researcher recommends that textbook authors and publishers engage experts in the field of Iranian studies in formulating content. A caveat for engaging those in the field of Iranian studies when writing Western Civilization history textbooks involves making a distinction between a native Iran and post-Islamic invasion and colonization of Iran in early Middle Ages (7th century onwards). That is, in the Age of Antiquity, Iran was under an Iranian governance and ancestral beliefs such as Zoroastrianism and Mithraism.”

This is an important observation given Western Media and academic outlets using sweeping (if not simplistic) terms such as “Middle East”, “Muslims”, etc. without acknowledging the context of Iran’s unique background, ancient history and language(s). Put simply, terms such as “Middle East” are not scientific but geopolitical in origin. The term “Muslim Civilization” for example serves to dilute (or even blur) the critical role of Iranian and Indian scholars in the preservation and promotion of learning, sciences and medicine. Arab historians such as Ibn Khaldun (1332-1406) who in his Muqaddimah (translated by F. Rosenthal (III, pp. 311-15, 271-4 [Arabic]; R.N. Frye (p.91) has acknowledged the role of the Iranians in the promotion of scholarship:

“…It is a remarkable fact that, with few exceptions, most Muslim scholars…in the intellectual sciences have been non-Arabs…thus the founders of grammar were Sibawaih and after him, al-Farisi and Az-Zajjaj. All of them were of Persian descent…they invented rules of (Arabic) grammar…great jurists were Persians… only the Persians engaged in the task of preserving knowledge and writing systematic scholarly works. Thus the truth of the statement of the prophet becomes apparent, ‘If learning were suspended in the highest parts of heaven the Persians would attain it”…The intellectual sciences were also the preserve of the Persians, left alone by the Arabs, who did not cultivate them…as was the case with all crafts…This situation continued in the cities as long as the Persians and Persian countries, Iraq, Khorasan and Transoxiana (modern Central Asia), retained their sedentary culture.”

[For more see: Farrokh, K. (2015). Pan-Arabism and Iran. In “The Palgrave Encyclopedia of Imperialism and Anti-Imperialism” (Immanuel Ness & Zak Cope, Eds.), Palgrave-Macmillan, pp.915-923.]

Sources such as Ibn Khaldun are now rarely mentioned in many modern-day “Islamic Studies” in Western history textbooks which may explain in part the numerous errors uncovered in Vasseghi’s study. She further avers:

“Critical pedagogy is important in transformational leadership in education. Educators are obligated to point out errors or problems in content and mainstream narratives. In regards to teaching history of Western Civilization, one should recall the warnings of its looming demotion by Ricketts et al. (2011) because unfortunately teaching it “had come to be seen as a form of apologetics for racism, imperialism, sexism, and colonialism” (p. 14). It appears that in perceiving that something is missing from or fragmented in Western Civilization history content, educational institutions are now marginalizing and omitting it from their curriculum in America, a Western nation. Therefore, the significance of this study is the need for authors and educators to shift the currently flawed narrative on the history of the West. Iran’s positioning is a key component in the study of Western Civilization. The researcher argues that Iran and Iranians not only influenced the making of the West; they are part of the West. By placing Iran and Iranians where they belong, historians may also address concerns about teaching the history of the West (Ricketts et al., 2011).”

In her final PhD defense session with her research committee (Marylin Newell, Laura Bertonazzi and Kaveh Farrokh) on Monday, March 20, 2017, Vasseghi noted that she plans to author books tailored to Western audiences to help educate with respect to the role of Iranians in the formation of European civilization. Vasseghi’s books would also be geared towards a lay (non-academic) audience.

Giusto Traina: Carrhes-Anatomie d’une Défaite (Carrhae-Anatomy of a Defeat)

Italian historian and professor Dr. Giusto Traina has written a seminal academic textbook entitled:

Carrhes-Anatomie d’une Défaite: Quand L’Orient humilia Rome (Carrhae-Anatomy of a Defeat: When the Orient humiliates Rome)

This book was published September 15th 2011 by Les Belles Lettres (first published 2010); the Preface of the book by Giovanni Brizzi.

For more regarding the textbook and means of obtaining this, consult the Les Belles lettres website here …

Dr. Giusto Traina is a professor of Roman history at Sorbonne University in Paris. Dr. Traina is also a senior member of the Institut Universitaire de France. His academic profile also includes authorship of  numerous books and articles.

Dr. Giusto Traina brings to life one of the most important battles in the military history of antiquity, one which marks the beginning of incessant warfare between Rome and Iran. In an alert and exciting narrative, Dr. Traina describes how Rome was blocked by the Parthian army whose competence, power and above all its ability in resisting the formidable military machine of Rome had been greatly underestimated.

In was in the Plains of Carrhae (modern Harran) on June 9, 53 BC, where an all-cavalry Parthian force barred the fifty thousand Roman army led by General Marcus Licinius Crassus to conquer the rival empire of the Parthians. Overwhelmed by the arrows of the Parthians, the Romans were reduced to military impotence: more than half of the legionaries were killed, with many others  captured and deported. The Romans were also subjected to the dishonor of having the Parthians seize their military insignia and place these in their Mithraic temples. It would take many years for Rome to erase the consequences of this defeat.

Parthian Horse archers engage the Roman legions of Marcus Lucinius Crassus at Carrhae in 53 BCE. Unlike the Achamenid-Greek wars where Achaemenid arrows were unable to penetrate Hellenic shields and armor, Parthian archery was now able to penetrate the armor and shields of their Roman opponents (Picture Source: Antony Karasulas & Angus McBride).

General Marcus Licinius Crassus, the same man who eighteen years earlier had defeated Spartacus and his six thousand rebellious slaves and gladiators, was to make his final mark with his death at Parthian hands at Carrhae.

Reconstruction by Peter Wilcox and the late historical artist, Angus McBride of Parthian armored knights as they would have appeared in 54 BCE (Picture Source: Osprey Publishing).

Carrhae halted Rome’s seemingly unstoppable conquest of the Classical world. Rome had learned that the Parthian Spada (army) of Persia was more than capable of blocking the Romans from expanding eastwards to India and China.

Structure of the Parthian Army (2016) – (۱۳۹۵) ساختار ارتش اشکانیان

A new monograph-booklet has been published in Persian (with an English section) on the structure of the Parthian army by Kaveh Farrokh (University of British Columbia-Continuing Studies) and Gholamreza Karamian (Tehran Azad University-Central Branch, History and Archaeology Department):

کاوه فرخ و غلامرضا کرمیان (۱۳۹۵). ساختار ارتش اشکانیان. تهران: خانه تاریخ و تصویر ابریشمی. Farrokh, K., & Gholamreza Karamian (2016). The Structure of the Parthian Army. Tehran: Khaneye Tarikh va Tasvire Abrishami.

1-Parthian-Armored Lancer

Parthian armored lancer (Picture Source: Civilization Fanatics Center).

The monograph-booklet examines the development, equipment, tactics, strengths and weaknesses of the Parthian military.

Parthia-1-Shivatir

Parthian Shiva-tir (Horse Archers) engaged in discharging their missiles (Source: Ancientbattles.com). 

The monograph-booklet is a prelude to an upcoming English-language textbook on the Parthian Army to be published by Pen & Sword Publishing in England.

1-Andika-Karamian and Astaraki

The Parthian relief at Andika discovered by Dr. Gholamreza Karamian and Farzad Astaraki. The specific location of this relief is in the northern village of Darvish Ahmad that is 50 kilometers from western Andika in Khuzestan Province. The GPS position of the site is: N 32 23 32/3 and E 49 30 21/5. The dimensions of the Andika relief are 2 meters (length) by 1.20 meters (width) (Courtesy of Dr. Gholamreza Karamian and Farzad Astaraki).