中国学派:比较文学第三阶段学科理论的建构

Chinese School:The Theoretical Construction of the Third Phase of Comparative Literature

学术创新是当代中国文化建设的重要组成部分。比较文学中国学派的创立和全世界比较文学第三阶段学科理论的成形可以成为中国人文社会科学学术创新的一个典型案例。比较文学中国学派从提出、得到初步拥护到遭遇部分人反对,其间的论争过程正是比较文学中国学派学术创新的过程。反对中国学派的提法其实是一种西方中心主义的做法,其结果是使比较文学中国学派仍然处于学科上的“失语”状态。在欧洲,法国学派正是因为有着强烈的学科意识才促进了比较文学学科体系的初步形成和法国学派的建立,因此,比较文学中国学派的建立是完全必要的。中国学派的提出并不就等于完成了学术创新,还必须找到学术创新的路径。中国学派提出的“跨异质文化”、“跨文明”、“失语症”、“变异学”、“文学的他国化”、“西方文论中国化”等命题正是学术创新的具体路径,也是学术创新的具体表现。学术创新既不能排斥西方,也不能排斥中国,要以我为主在现实的基本问题上找到学术创新的基本点,同时,在学术方法上要有创新。基于以上观点,我认为全球比较文学第三阶段的理论体系已基本形成。中国学者对比较文学学科理论的创新不仅是对比较文学的贡献,同时,在创新思路和方法、路径上对整个人文社会科学的发展也是一个很好的借鉴。

Academic creativity is a key part of contemporary Chinese cultural construction. The creation of Chinese School of comparative literature and the disciplinary theoretical formation across the world might be a typical example of academic creativity of the humanities and social sciences of China. The forming process of Chinese School of comparative literature is a creative process full of controversy in that since it was first proposed people have not agreed on its definition. The disagreement on the creation of Chinese School in fact is Eurocentric, which results in the dilemma of disciplinary ＂aphasia＂. In Europe it was with the strong disciplinary awareness that French School promoted the formation of its disciplinary system and its establishment. Therefore, the establishment of Chinese School of comparative literature is absolutely necessary, but the proposal for the establishment of Chinese School does not mean the fulfillment of academic creativity. We must come up with the ways to realize it. That Chinese School puts forward a number of themes such as ＂trans-cultural studies of the alien features＂, ＂cross-civilization＂, ＂aphasia＂,＂studies of variation＂, the ＂foreignization of literature＂ as well as the ＂sinicization of Western literary theories＂ is the very way of academic creativity and also the concrete reflection of it. Academic creativity is fulfilled with the essence of both the West and the Chinese. We must find the foundation stone for academic creativity according to realistic basic issues with ＂I＂ as the subject. Meanwhile, we also should be creative with regard to academic methods. According to these statements, the author thinks that theoretical system of comparative literature of the third phase has been basically formed. The academic theoretical creativity of Chinese scholars is of great importance to comparative literature. In the meantime, there is much in their creative thinking and methods the humanities and social sciences could make use of.