同情:儿童文学理论建设的奠基石  

Sympathy:The Foundation of Theory of Children’s Literature

作　　者：刘俐俐 LIU Li-li

机构地区：[1]三峡大学文学与传媒学院,湖北宜昌443002 [2]南开大学文学院,天津300071

出　　处：《三峡大学学报（人文社会科学版）》2023年第2期1-10,115,共11页Journal of China Three Gorges University(Humanities & Social Sciences)

基　　金：教育部哲学社会科学研究重大课题攻关项目“文艺评论价值体系的理论建设与实践研究”(15JZD039)。

摘　　要：儿童文学理论是文艺理论有待建设的一个分支。论文依据“同情”的主客体关系属性,以及与伦理学、美学、教育学、文艺理论的密切联系,阐发和论证了“同情”作为儿童文学理论奠基石的合理性和可能性。首先,就“同情”作为儿童文学审美基础,从“同情”实施对象范围方面,梳理概括了侧重人类社会和侧重万事万物两个脉络。继而论证凝练出“交叉重叠迁移性发生”的儿童“之同情”审美机制:“把事物吸收进来”与“把自己变成事物”此消彼长,交叉重叠地互相迁移。其次,以教育是儿童文学基本功能之观念,探讨论证了教育功用的两大方面:善良和兴趣的培育以及拯救人性。培育功能两方面是二而为一互相激发;拯救人性功能除了儿童文学一般审美机制之外,更有作品内涵之“同情”唤起小读者沉睡的人性痛感来实现拯救的特殊审美机制,与康德所说的崇高审美所获的“消极的快乐”相似。最后,论证了儿童文学的认知问题。认知特点为“期待着每个人的赞同”的共通感特点极为突出;认知以模糊朦胧形态而存在;认知功能与教育功能浑然一体无法分割等三方面。论文展开始终辨析借鉴伦理学、美学等各方面理论资源,并结合儿童文学创作、文类、作品以及接受的实际经验,确认了儿童文学从“仁之端也”的“同情”向“义之端也”“礼之端也”和“智之端也”提升拓展的使命。The Theory of Children’s Literature is a branch of The Literary Theory which requires further development.This paper illustrates and proves the rationality and possibility of “sympathy ”as the foundation of the Theory of Children’s Literature based on the subject-object attributes of “sympathy”,as well as the close relations of ethics,aesthetics,pedagogy,and the Literary Theory. First of all,this paper sorts out the objects of “sympathy”from two perspectives,of which one focuses on human society and the other focuses on all the objects. On this basis,it works out children’s aesthetic mechanism of“sympathy”,in which the tasks of“taking in objects”and“turning themselves into objects”cross,overlap and transfer from one to the other. Secondly,based on the notion that education is the basic function of children’s literature,this paper discusses the educational functions of “sympathy”in two major aspects: cultivating kindness and interests,and restoring humanity,which interact and promote each other. In addition to the general aesthetic mechanism of children’s literature,the function of humanity-restoration arousing the sense of pain among children can also restore,through the connotation of literary works,special aesthetic mechanisms similar to the idea of “negative happiness” obtained from sublime aesthetics put forward by Kant. Finally,three cognitive issues of children’s literature are demonstrated,namely,the cognition of children is notably characterized by their shared desire to “gain recognition from everyone”;children’s cognition exists in a vague form;the function of cognition and education are inseparable. This paper is developed based on a selective use of theoretical resources from ethics,aesthetics and other subjects and a careful learning from practical experience in children’s literature in terms of its creation,genre,and acceptance. Finally the mission of children’s literature is defined as to enhance and expand“sympathy”in children’s literatur

关 键 词：同情 儿童文学理论 美学 伦理学 教育学 

分 类 号：I8[文学]