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作 者:曹明升[1] 沙先一[2] Cao Mingsheng(Ph. D. , is a professor in the College of Liberal Arts, Yangzhou University Yangzhou 225000, Chin)
机构地区:[1]扬州大学文学院 [2]江苏师范大学文学院
出 处:《文艺理论研究》2016年第5期129-138,共10页Theoretical Studies in Literature and Art
基 金:国家社科基金项目"清代宋词学研究"[项目编号:14BZW073];国家社科基金项目"清词经典化研究"[项目编号:15BZW048];江苏高校优势学科建设工程资助项目[项目编号:PAPD]的阶段性成果
摘 要:浙西、常州两派都以宋代典范词人为核心来建构统序,这些典范词人在支撑清人流派之正统性与理论渊源之深厚性的同时,自身也实现了在清代词坛上的经典化建构。而在流派博弈和理论交锋中,这些经典词人又会随着统序的调整发生变更,显示出流派的选择与排斥在经典形成过程中的巨大作用。两派后人还都以本派的优秀词人来续接宋词统序或者新建本朝词统,以此来显示流派的延续性与生命力。这是在尝试性地进行清词经典化的建构。可见,统序的建构与典范词人的经典化进程之间存在着互为表里、同步进行的密切关系。通过历代经典词人来建构统序,清人不仅继承了唐宋词的艺术传统,还发掘了本朝词的高妙与创新,并用这些经典来为学词者指示门径,从而有效推动了清词艺术的发展与清词中兴的进程。The two Ci-poetry schools of Zhexi and Changzhou constructed their orthodox order by focusing on Ci-poets in the Song Dynasty, who became canonized in the Ci-poetry circle of the Qing Dynasty and underpinned the claim of orthodoxies and theories of their Qing descendants. The rank of these model Ci-poets would vary with the adjustment of the orthodox order during school competition and theoretical debates, which demonstrated how Ci-poem's popularity among schools had tremendous impact on their canonization. In order to display the continuity and vitality of their own Ci-poetry schools, school successors supported their own outstanding Ci-poets to carry on the orthodox order of Ci-poetry in the Song Dynasty or to reconstruct the orthodox order in their own dynasty. Such was an attempt to canonize the Ci-poetry in the Qing Dynasty. Thus, the construction of orthodox order and the canonization of model Ci-poets were simultaneous and interlinked. By constructing the orthodox order with model Ci-poets of past dynasties, from them scholars in the Qing Dynasty not only inherited the artistic traditions of Ci-poetry, but also discovered the ingenious and innovative aspects of contemporary Ci-poetry. These model Ci-poets were praised and used as examples for Ci- poetry learners, effectively contributing to the development of Ci-poetry art and its flourishing in the Qing Dynasty.
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