“幸福”的生成与阐释——基于《青鸟》在中国传播与接受的考察

The generation and interpretation of“happiness”:based on the research on the dissemination and acceptance of The Blue Bird in China

1908年,莫里斯·梅特林克发表了剧本《青鸟》。1913年,乔治特·莱勃伦克将其改写为童话。童话《青鸟》消解了原作“青鸟”意象的多义性与含混性,凸显其与“幸福”的关联。1921年,童话《青鸟》传入中国。“青鸟象征幸福”之说正好契合了茅盾等人将象征主义与“为人生”理念相调和的文学主张,顺应了当时儿童读物的教育意图。此后,《青鸟》被译介、改写乃至重写的历史,也是“青鸟象征幸福”不断生成与阐释的过程。“追寻青鸟”的历程多被简化为“追寻幸福”的教育实践。随着童话《青鸟》被视作儿童文学经典,“青鸟象征幸福”之说更是被固化为“常识”传递给儿童受众,大量副文本围绕此“常识”而被生产。这种遵循语文课程标准改编名著的实践,虽然契合了市场消费的需求,却在一定程度上遮蔽了剧本《青鸟》的复杂性与丰富性。

In 1908,Maurice Maeterlinck published L’Oiseau Bleu,which Georgette Leblanc rewrote as a fairy tale for children and published it in 1913.The Children’s Blue Bird diluted the ambiguity of the image of“bluebird”and highlighted its correlation with“happiness”.When The Children’s Blue Bird was introduced into China in 1921,the claim that“the bluebird symbolizes happiness”coincided with the literary propositions by such writers as Mao Dun,who were trying to integrate Symbolism into the idea of“art for life”,which conformed to the educational intention of children’s books of the time.Since then,the history of the translation,adaptation and rewriting of The Blue Bird was also the process of continuous generation and interpretation of this claim.The course of“pursuing the bluebird”was mostly simplified as the educational practice of“pursuing happiness”.As The Children’s Blue Bird has been widely spread as a classic of children’s literature,the claim that“the bluebird symbolizes happiness”has been solidified as common sense and passed on to children,and a large number of paratexts have been produced around this common sense.While satisfying the need of market consumption,this practice of adapting classics according to the Chinese curriculum standards conceals the complexity and richness of L’Oiseau Bleu to a certain extent.