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1、OpenSecrets:Literature,Education,andAuthorityfromJ.-J.RousseautoJ.M.Coet-zee.Bymichaelbell.Oxford:OxfordUniversityPress.2007.vii+254pp.£50.ISBN978–0–19–920809–8.The‘opensecret’inthisdi¶cultstudy,bothtentativeandassertive,concernswhatisimpartedinteaching,andwhatcannot
2、beimparted.Thebook’sargumentsforaneducationwhich,ashumanistic,isawareofthelimitsoftheteachable,andnotinter-estedineducationassomethingquantifiable,areadmirablysharplyexpressed,andarequietlyfearfulthatglobalusesofEnglishandtheincreaseofcomputertranslation‘willcompletel
3、ychangethehumanrelationtolanguage[...]torenderimpossibleanolderconceptionofpoetry’(p.215).Early,admirablechaptersexaminetextswhosethemeiseducation,presentedfromthepointofviewoftheeducator,notthepupil:Rousseau’sEmile‹,TristramShandy,Wieland’sHistoryofAgathon—anunfamil
4、iartextinterestinglycommentedon—andtwochaptersonGoethe,onWilhelmMeis-ter’sApprenticeshipandWilhelmMeister’sJourneymanship.ThelastchapterinthisfirstpartdiscussesNietzsche.Whilethesechaptersaregood,ifalittleinconclusive,eachhavingdiscussionsoftheBildungsromanwhicharesen
5、sitiveandscholarly,inthesecondhalfthetonechanges,withchaptersonD.H.Lawrence,F.R.Leavis,andJ.M.Coetzeetogetherwithhisfictionalalterego,ElizabethCostello.MichaelBellreadsLawrenceasanequivalent,withinanEnglishtradition,ofNietzsche,andwouldaligndiscussionofLawrencewithsug
6、gestionsoftheimportanceofLeavis,focusingonhisstressonteachingandreadingas‘heuristic’.ThoughthereisgoodreasontowelcomeafreshattemptatevaluationofLeavis,thediscussionhereseemsslightlydisappointing.SeeingLawrenceinNietzscheantermseducesahumanistNietzschewhoreadslessinci
7、sivelythanhemight:itdoesnotseemenoughtodefineressenti-mentas‘thedesiretotakerevengeonthepast’(p.147);anditmaybequestionedwhetherNietzscheonthewillshouldbereadinBell’shumanisticterms.ProblemsaboutseeingLawrenceasanythinglikeanequivalenttoNietzschemaybecomparedwithLawre
8、nce’slackofrelationtoFreud,whichBellissilenton.BellwouldalignLeaviswithHeidegger.Thepoliticsofthisapart,thisseemsprob-lematic:howca