摘要
“诗教”传统自古有之,中国的儒家思想认为,通过阅读《诗经》可以达到塑造理想人格的目的,而西方社会也同样重视文学经典的教育作用,在近代文学中更出现了“教育小说”这一类别。人们通常将“教育小说”定义为描述青少年成长历程的小说,然而在德语世界中,对于教育小说的定义常有争论。狄尔泰用“Bildungsroman”而卢卡奇用“Erziehungsroman”来指称教育小说,在“Bildung”和“Erziehung”的差异中形成了一场文学思想的跨时代对话。本文将通过细读狄尔泰、卢卡奇对歌德《威廉·迈斯特的学习时代》和荷尔德林《许佩里翁》的阐发,剖析他们的教育小说观念之不同,并认为:教育小说并不仅仅聚焦于对成长历程的描述,还在具体的历史语境下对个体的成长分别提出了拓宽思想深度与积极参与社会生活的诉求。
The tradition of“Poetry Education”has existed since ancient times,and Chinese Confucianism believes that reading The Book of Songs can achieve the purpose of building an ideal personality.Western society also attaches importance to the educational role of literary classics,and the category of“Bildungsroman”has emerged in modern literature.It is common to define“Bildungsroman”as novel that describes the development of young people,but its definition is often debated in the German-speaking world.Dilthey uses the term“Bildungsroman”but Lukács uses“Erziehungsroman”,forming an intergenerational dialogue of literary thought in the difference between“Bildung”and“Erziehung”.This article carefully reads Dilthey's and Lukács'interpretations on Goethe's Wilhelm Meisters Lehrjahre and H9lderlin's Hyperion,and analyzes the differences in their concepts of“Bildungsroman”,and argue that“Bildungsroman”does not only focus on the description of the process of growing up,but also makes demands of broadening the depth of thought or actively participating in the social life of individuals in specific historical contexts.
出处
《中国比较文学》
北大核心
2024年第1期25-39,共15页
Comparative Literature in China
基金
教育部人文社会科学重点研究基地中国人民大学欧洲研究中心重大项目“中国传统与欧陆思想的对话工具及其双向阐释”(编号:22JJD720020)的阶段性成果。
