高台传道者的隐遁:新时期启蒙叙事的师者形象衍变

On the Change of the Teacher Image in Different Historical Periods

连接传统知识分子与现代启蒙者的师者承担了20世纪文学启蒙的任务,富有意蕴的师者形象成为一种身份符号。传统师者形象具有渠道沟通、价值预设和精神导引等功能。五四新文化运动既强烈质询传统师者的"道统"观念,又促使承担启蒙价值的新师者的形成。新时期文学启蒙精神的高涨再一次突显师者功能,"标本式"、"艺匠型"和"职业型"三种形象类型呈现了新时期文学启蒙话语的阶段性表达,传递了师者传输启蒙理念的意义和限度。作为承担启蒙价值的文学形象,当下语境中的师者受到越来越多的质疑,"何以为师"、"对谁言师"和"如何为师"这三个问题叩问了师者的存在基础、传授对象和立场姿态。

The teacher and teacher image are both known as a symbol of meaning-loaded identity. Connecting traditional intellectuals and modern teachers, the teacher is actually a practitioner who imparts rudimentary knowledge to beginners and offers students values in the 20th century Chinese literature. The traditional teacher image functions as a communicator, a value pre-setter and a mental guide. However, the May Fourth New Culture Movement strongly questions the orthodox ideas of the traditional teacher image, while facilitating the formation of a new teacher image who offers new values. An upsurge in the enlightening spirit in the New Era literature once again reinforces the role as a teacher, and different historical periods give rise to three models of teacher image, namely, the model of a specimen, of a master, and of a professional. These three models signific represent the dif ance and limits of ferent expressions of different historical periods, which show the the teacher image in his duties and responsibilities. The teacher as a specimen model is an ideal one who offers moral principles. As the teacher＇s task at the beginning of the New Era was closely related to political appeal and national dignity, and as young generations to be responsible for the nation＇s future were the disadvantaged group in great need of salvation, the teacher in this period was known as the spokesman of moral standard and wisdom. Functionally, the teacher image of the time, deprived of individuality, is only a symbol of meaning conveyance. The teacher as a master model follows the traditional pattern that reflects Chinese cultural choices. He is no longer a preacher but serves as a good example for students through his teaching practice. He pursues the modern way of teaching in the light of traditional moral standard, thus living under great pressure caused by the big gap between traditional and modern values. This dilemma is also the one the master-model teacher faces in the conflicts between two different moral orientations. The 1990s to the present have witnessed the growing number of teachers as a professional model in the contemporary society. However, teachers＇ images in literary works either give up their professional standards when driven by commercial interests and get to business, or re-evaluate their role or identity as a teacher and try to escape reality. They are no longer concerned with a spiritual predicament of ordinary people but with their own confusion and distress in the decline of values. From the specimen model to the master model and finally to the professional model, the change of the teacher image in the different historical periods represent the mental course of a teacher as an enlightener： the declining of the preaching function and the enhancement of teaching skills. The upsurge in the enlightenment spirit has paved the way for the change of the teacher image. As the undertaker of enlightenment values, the teacher image has been questioned more often than ever before in the contemporary context. ＂For what will he be a teacher？ ＂ ＂To whom will he be a teacher？＂ and ＂How can he be a teacher？ ＂ these three questions point to the precondition for a teacher by profession, the object to be taught, and the professional ethics for a teacher. Anyway, how to survive is the major concern of the teacher in the contemporary society.