「文學」如何「教育」－關於「文學課堂」的追懷、重構與闡釋

How Literature is Educational: On the Memory, Reconstruction and Exegesis of A Literature Classroom

陳平原(Chen Pingyuan)

《中國文學學報》 1期 (2010/12) Pp. 287-342

https://doi.org/10.6903/JCL.201012_(1).0013

摘要

從學術史角度，探究現代中國大學裏的「文學教育」，著眼點往往在「課程設計」與「專業著述」，而很少牽涉師生共同建構起來的「文學課堂」。那是因為，文字壽於金石，聲音隨風飄逝，當初五彩繽紛的「文學課堂」，早已永遠消失在歷史深處。後人論及某某教授，只談「學問」大小，而不關心其「教學」好壞，這其實是偏頗的。對於學生來說，直接面對、且日後追懷不已的，並非那些枯燥無味的「章程」或「課程表」（儘管這也很重要），而是曾生氣勃勃地活躍在講臺上的教授們。單有演講者的「談吐自如」還不夠，還必須有聽講者的「莫逆於心」，這才是理想的狀態。20世紀中國的大環境、此時此地的小環境，加上講授者個人的學識與才情，共同釀造了諸多充滿靈氣、變化莫測、讓後世讀者追懷不已的「文學課堂」。選擇其中九個片斷，如學科化之前的「文學」（康有為、章太炎）、課堂內外的「笑聲」（魯迅）、「新文學」如何學院化（朱自清、楊振聲）、教授們的「詩意人生」（黃侃、汪辟疆）、「創作」能不能教（沈從文）、詞人上「講臺」（顧隨）、史家之「詩心」（錢穆）、文學史家的「情懷」（台靜農）以及師生怎樣「對話」（北京大學中文系1955級文學專業），略加鋪陳，在「重構」中隱含「闡釋」，探討何為「理想的文學教育」。

關鍵字

文學教育 ； 文學課堂 ； 課程設計 ； 師生對話

並列摘要

As seen from the history of academia, exploring literature education in contemporary Chinese in colleges, the most conspicuous point is curricular planning and expert narrative; teachers' and students' mutual establishment of a literature classroom is rarely examined. This is because writing lasts longer than metal or stone, sounds are fleeting and transitory: the colorful literature classroom, so lively when it opened, is already long forgotten in history. Successors spoke of certain professors, speaking only whether their learning was great or small, while neglecting whether their teaching abilities were good or poor. This is unfair. As far as the students were concerned, what they directly faced, and what they never ceased to remember subsequently, were not those dry and boring curricula or class schedules (though these were very important), but were those vivid teachers in their vital presence at the lecterns. In an ideal educational environment it is not enough simply to have instructors passionately speaking the truth, it is also necessary to have listeners who cannot resist total agreement with the message. In the greater surroundings of twentieth century China, and in the micro-environs of that time and that place, in addition to the erudition and devoted talents of the instructors, the common cultivation of considerable inspiration and unforeseeable change was undertaken. This was what was behind the literature classroom that so many people reminisce about. From this are chosen nine areas, such as: ＂Literature＂ before it was made part of a curriculum (Kang Youwei, Zhang Taiyan); The sound of laughter inside and outside the classroom (Lu Xun); How ＂New Literature＂ was institutionalized in academia (Zhu Ziqing, Yang Zhensheng); The poetic lives of the professors (Huang Kan, Wang Bijiang); Could ＂creative writing＂ be taught? (Shen Congwen); A story-teller takes the podium (Gu Sui); The poetic soul of a historian (Qian Mu); The sensibilities of a literary historian (Tai Jingnong); and How teachers and students have dialogue (majors of Peking University's Chinese Literature Department of 1955). In addition other topics are considered, as within a reconstruction there are implied issues of explication, to explore what is an ideal literary education.

並列關鍵字

literary education ； literature classroom ； curriculum planning ； student-teacher dialogue