漢代詩教理論之重新探討

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Title:	漢代詩教理論之重新探討
Other Titles:	A research of the Poetry-Education of the Han Dynasty
Authors:	顏淑華 Yan, Shu-Hwa
Contributors:	文學研究所李正治 Cheng-chih Lee
Keywords:	詩教理論;漢代儒生;權力交涉;論世知人;比興解詩;溫柔敦厚 poetry education theory;the Han Confucian Scholar;authority negotiation;Lwen Shi Zhi Rin;Bi Xin Jye Shi;tender;honest;and sincere haracteristic
Date:	2001
Issue Date:	2015-05-13 10:14:20 (UTC+8)
Abstract:	本論文共分為五章，全文以探究漢代儒生整合匯通傳統儒家觀念叢體，以建構漢代詩教理論系統的知識領域，其中隱含儒生與漢代專制政體交涉過程中的權力話語，影響漢代儒生之意識形態。當儒生面對道統與政統相互碰撞衝擊時，於反思回饋中發現諸多難言之隱痛，其擔負著傳承文化解釋權的使命感與政治統治權的矛盾感，於掙扎沈澱中造就出「溫柔敦厚」的特質，為後代文學與政治權力之間樹立溝通融合的典範。漢代儒生靈活運用《詩經》的教化作用來達到目的，尤其是以美刺為中心的詩教觀念一直支配著兩漢的詩教，建構出「詩以言志」的道德性與政治性，將傳統儒家詩教觀念轉化成適合漢代權力話語的詩教理論，成為漢代的絕對意志，一個超越凌駕於詩篇之上的道德虛構。當儒生對漢代政經問題進行思考辯證時，詩教從理論層進入實踐層，《詩經》詮釋學中「論世知人」之詮釋模式必須緊扣時代背景，為每一首詩作時空的定位，並透過「比興解詩」的模式來闡發詩句中隱藏之深層意義的本事，此深層意義就是美刺諷諫之義，以達到詩教之功效。本論文之研究方法為系統研究法、歷史研究法與社會文化論評研究法，章節之安排如下：第一章為緒論，第一節是研究問題之緣起、第二節是以往研究之探討、第三節是研究方法之思考；第二章為詩教理論系統之架構，第一節是以「詩言志」為詩的創作基礎、第二節是以「發乎情、止乎禮義」為詩的創作規範、第三節是以「賦比興」為詩的創作手法、第四節是以「溫柔敦厚」為詩的教育功能；第三章為詩教理論之實踐，第一節是詩教觀念叢在解詩上的運用、第二節是「論世知人」的詮釋模式、第三節是「比興解詩」的詮釋模式；第四章為詩教理論與權力之關涉，第一節是權力意義之探討、第二節是儒生的身分與權力之交涉、第三節是詩教理論之權力化；第五章為結論。 This thesis has 5 chapters. The purpose of this thesis is to explore the integrated work of the conventional Confucian ideas done by those Confucian scholars of the Han dynasty to establish the episteme of the poetry-education of the Han dynasty. They imply the authority talk during the negotiation process between the Confucian scholars and the Han dictatorial system, and affected the ideology of the Confucian of the Han dynasty. When the Confucian scholars faced the conflicts between the Confucian orthodoxy and the politic system and during the introspection and feedback process, they found many unspeakable difficulties. Then the tender, honest, and sincere characteristic was emerged due to the conflicts between the sense of responsibility to explain culture and the sense of authority of politic to set the sample between literary and politic for the following generations. The Confucian scholars of the Han dynasty applied the edification function of “Shin Ching” in a very agile way to achieve their goals, especially the notion of poetry education centering around the fine art of embroidery that dominated the poetry education of the two Han dynasties, and established the sense of morality and politic based on the so call “shi yan zhi” notion to convert the traditional poetry education idea of the Confucian-School into the suitable poetry education theory for the Han dynasty, and become an absolute will of the Han dynasty —an fictional moral structure overtop the poetry. When the Confucian scholars viewed the politic and economical matter and tried to find the reason for them, they poetry education got from the theory level into the implementation level. In the hermeneutics of “Shin Ching”, the interpretation model of “Lwen Shi Zhi Rin” had to be connected to the background at that time closely to define the orientation for each poet, and through the model of “Bi Xin Jye Shi” to elucidate the deeper meaning which hidden between the lines of the poet. This deeper meaning was the true ironic definition of the fine art of embroidery, and it was used to fully achieve the function of the poetry education. The methods used in this thesis were system, historical research and sociocaultural criticism study method. They were arranged as following: the first chapter is an introduction, the first part deal with the original of the research matter, the second part discuss the pass researches, the third part contribute to the research method; the second chapter talks about the structure of the poetry education system, in this chapter the first part is the fundamental of the creation of a poet based on the notion of “Shi Yan Zhi”, the second part is the norm of “Fa Hu Qing Zhi Hu Li”, the third part is the method of “Fu Bi Xin”, the fourth part is the function of a poet based on tender, honest, and sincere characteristic; the third chapter is the complementation of the poetry education theory, in this chapter the first part is the use of the idea of poetry education in poetry interpretation, the second part is the interpretation model of “Lwen Shi Zhi Rin”, the third part is the interpretation model of “Bi Xin Jye Shi”; the fourth chapter discuss about the negotiation between the theory of poetry education and the authority connection, in this chapter, the first part is to discuss the definition of authority, the second part is the negotiation between a identification of a Confucian scholar between the authority, the third part is the authorization of the theory of the poetry education; the fifth chapter is the conclusion.
Appears in Collections:	[文學系] 博碩士論文

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