許多年前讀到 葉維廉先生以香港僑生身分寫他讀台大(1955-1960?)的台灣民風
過去50年來他也寫旅遊/旅居過的各景點:京都 普羅旺斯......
譯人故事（二十二）：葉維廉 2004
讀 葉維廉＜董陽孜的逍遙世界---墨舞舞人＞（2004.10.14 中國時報 ）
作者說明為「一九三七年生，美國普林斯頓大學比較文學哲學博士，現任美國加州大學聖地牙哥校區比較文學系教授。著有詩集《賦格》、《三十年詩》、《冰河的超越》及論述《比較詩學》等多種。」
其實，我是屬於大學讀他底：《秩序的生長》（台北：志文，1971）之一代。葉維廉先生前年在台大有其「手稿展-詩歌創作」（我當時買他一本初到台大就學 時，對於台灣和台北時的許多面貌之鮮活的探索紀錄）。最近，他在國內有新書，內容是他在法國普羅旺斯生活的經歷。他一直保持教書、創作、寫作、旅行（記京 都苔痕寺的漢文不多……），數十年之功夫，成績可觀：《葉維廉文集》（安徽教育出版，2003）生長成近十卷。今年讀他昔日訪問陳其寬先生的東西，雖然覺 得不是對話，不過總是很寶貴的紀錄。對於他的詩學等如《歷史、傳釋與美學》（台北：東大，1988），倒是比較沒興趣的。
網路上很快可以查到「一度被美國詩人Jerome Rothenberg稱為“美國（龐德系列的）現代主義與中國詩藝傳統的匯通者”，是活躍在中美兩洲臺港大陸三地的雙語詩人、翻譯家、詩學美學理論家，對 比較文學、比較詩學有突破性的貢獻。…..」「三十餘年前的文字實驗……」
葉維廉翻譯的語言至少包括英、法、西、日。譬如說：
「二七年代流亡詩人霍赫‧基嚴(Jorge Guillen, 1893-1984)與詩人葉維廉則
以詩會友﹐基嚴一九八四年過世時﹐葉維廉尚且譯其姓以「歸岸」歸向彼岸的象徵意象為中文稱謂作輓詩。」
聖-瓊•佩斯作品中文翻譯展覽館. ＜海＞ 葉維廉譯.
http://culturefr.free.fr/mingren/perse/ps8-8.htm
(2007補 現在我知道這可能是是台灣{現代文學}專刊的譯作)
2007/4/13 搜索PCHOME 知道還有些相關的報導
中國、遊子與詩歌—專訪葉維廉教授解昆樺專訪2000年11月，在美國執教的重要現代詩人葉維廉回台，應中正大學中文所江寶釵教授之邀，來到中正大學作一系列演講…
被玫瑰烙印的遊人 49
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第二篇是舊作
譯人故事（二十二）：葉維廉
譯人故事（二十二）：葉維廉讀葉維廉＜董陽孜的逍遙世界---墨舞舞人＞（2004.10.14中國時報）作者說明為「一九三七年生，美國普林斯頓大學比較文學哲學博士，…
今天葉先生在台大開始三次演講
今天談的
翻譯:神思的機遇
其實是自傳
據主辦人說 演講稿會整理發表在 "台灣文學研究..."
我是唯一的提問者 問他大陸全集之反應
他說他是以"理論家"之身份為他們所接受
(10/1/2007補 2006年北京的人民文學出版社出{中國詩學 增訂版}( 新收入了葉維廉先生的序言以及四篇最新詩論) 背面採樂黛雲教授之說法 "他對中國道家美學 古典詩學 比較文學 中西比較詩學的貢獻 至今無人企及"....) 詳下面"人民網"之剪貼部分
2007-04-17 我記下
找錯地方/先是上周處/學生T-Shirt說 FOR MONEY/然後是到"告子"(課)/趕緊到圖書館
空故納萬境:雲山煙水與冥無的美學
中國詩中國文字與龎德的現代詩學講義
2007/4/20的:
中西美學冥思擇要
這是一文化圈的人事物思想
演講只能點到為止
* 《中國詩學（增訂版）》
■ 推薦理由
本書分為古典部分、傳意與釋意、現代部分三個板塊，揭示了中國古 典詩歌、現代詩歌（包括台灣詩歌）、道家美學的奧妙與機樞。本書將學者的嚴謹、縝密與作家、詩人的優雅、靈性完美地結合在了一起，採用的不是教科書的寫 法，而是用詩意空靈之筆，超越中西的視界抒寫詩歌之美與之所以美。
【精彩片斷】
在此，我認為美學的詮釋、推動以及實踐的樞紐人物是蘇東坡。我在別處已經詳論他在詩美學上的影響，也就是他為了抗拒理學家反文學的粗糙的文以載道觀，通 過“意”的討論，從道家去語障解心囚的自然自發自序的思域裡，提出一種靈動神思使得我們可以活出活進語言框限而達致萬物自得、物物無礙、事事無礙的活潑潑 的生命世界。這種神思活躍的狀態以及美學的訴求就是后來嚴羽以及后起的格調、神韻派的興發點，而在詩的領域上也是王維派的抬頭。
蘇東坡是中國 少有的士人，他不但是個傲骨的政治家，為理想生命抗爭數度流放而始終未失其道家逍遙之心，所謂“我坐華堂上，不改麋鹿姿”，“聊為山水行，遂此麋鹿性”， “平生寓物不留物，在家學得忘家禪”，按次，《和飲酒詩二十首之八》，《經山道中次韻答周長官兼贈蘇寺丞》，《寄吳德仁兼簡陳季常》。
他在 詩文之外，在繪畫、書法（理論與實踐）方面都是領百代風騷、扭轉風味、品味的人物，而恰好他同時也是王維的煙雨圖和宋迪(首創《瀟湘晚景圖》打開亦以雲山 煙水為表達主體的《瀟湘八景》的傳統)的詮釋者。后者牽涉了比較復雜的脈絡，我們先尋索前者的跡線。我們用兩段大家熟知的話開始，“吳生雖妙絕，猶以畫工 論，摩詰得之於象外，有如仙翮謝籠樊”（《王維吳道子畫》），“味摩詰之詩，詩中有畫，畫中有詩”（《書摩詰藍田煙雨圖》）。這裡面有幾個話題，第一個話 題是，王維藝術高於吳道子是因為他的自然自發不刻意無匠氣。“有如仙翮謝籠樊”，不為筆困，不為墨囚，可以說是最高境界的評價。第二個話題，“詩中有畫， 畫中有詩”裡面的畫是煙雨圖，所以畫中有詩的境界應該是王維的“山色有無中”這類感覺，王維的真跡已經看不到，我們可以在他的詩中或蘇東坡的詩中找出蛛絲 馬跡。第三個話題，詩是文字的建構，文字是釋義的媒介，畫如何說話，能不能說話，是西方東方都需要分辨的美學問題，我曾在《出位之思：媒體及超媒體的美 學》一文中細論過，在這裡，在適當的地方會再度提起見我的《比較詩學》，台北：東大，1983。第四個話題，蘇東坡與司空圖的關系，因為“象外”和“味” 都出自司空圖。
蘇東坡對雲山煙水的著迷，隨處可見：
1.唐人王摩詰、李思訓之流，畫山川峰巒，自成變態，雖蕭然有出塵之姿，然頗以雲物間之，作浮雲杳靄與孤鴻落照，滅沒於江天之外，舉世宗之。
——《又跋漢杰畫山二首》
2.落日繡帘卷/亭下水連空/知君為我新作窗戶濕青紅/長記平山堂上?猗枕江
南煙雨?杳杳沒孤鴻?認得醉翁語?山色有無中?……堪笑蘭台公子/未解庄生天籟/剛道有雌雄/一點浩然氣/千裡快哉風
——《水調歌頭·董州快哉亭贈張屋全》
3.雲山煙水苦難親/野草幽花各自春/賴有高樓能聚遠/一時收拾與閑人
——《單同年德興俞氏聚遠樓三首》之一
4.江上愁心千疊山/浮空積翠如雲煙/山耶雲耶遠莫知/煙空雲散山依然/但見兩崖蒼蒼暗絕谷/中有百道飛來泉/縈林絡石隱復見/下赴谷口為奔川/川平山 開林麓斷/小橋野店依山前/行人稍度喬木外/漁舟一葉江吞天/……君不見武昌樊口幽絕處/東坡先生留五年/春風搖江天漠漠/暮雲卷雨山娟娟/丹楓翻鴉伴水 宿/長鬆落雪驚醉眠/桃花流水在人世/武陵豈必盡神仙/江山清空我塵土/雖有去路尋無緣/還君此畫三太息/山中故人/應有招我《歸來篇》
——《書王定國所藏煙江疊嶂圖》
這些段落裡充滿了王維的回響，“楚塞三湘接，荊門九派通，江流天地外，山色有無中……留醉與山翁”（《漢江臨泛》。事實上，在第2例的詩裡，“山色有無 中”整句照錄。意境是“曠望蕩心目，澹蕩動雲天”（見王維《晦日游大理韋卿城南別業》）﹔在第3例的詩裡，他要達至雲山煙水的境界的欲求躍然於紙。王維在 《渡河到清河作》的視野也是蘇東坡要印認的：
泛舟大河裡/積水窮天涯/天波忽開拆/郡邑千萬家
行復見城市/宛然有桑麻/回瞻舊鄉國/淼漫連雲霞
王維這首詩，先是平遠的曠望“積水窮天涯”，是天水一色的無盡，才有“天波”的意象，舟進而“天波忽開拆”，再進見城市，再進“宛然有桑麻”，此時回頭 看舊鄉國，“淼漫連雲霞”，步步如電影鏡頭的轉換，視覺經驗如身臨，而“積水窮天涯”、“淼漫連雲霞”都是引向玄遠的冥思。我們記得蘇東坡的《前赤壁賦》 裡泛舟不久，在一種獨特狀態的瞬間，能一觸而發，做無限空間的延展，使經驗和感受因之被提升到某種高度、某種濃度，使我們與物冥契，使我們仿佛神與物游：
白露橫江，水光接天，縱一葦之所如，凌萬頃之茫然，浩浩乎，如憑虛御風，而不知其所止……
至此，我們不難想起馬遠、夏圭、牧溪、玉澗以至日本承接發展的水墨山水畫（包括《瀟湘八景》的傳統）所呈現的視覺展張的意味。
2007年9月30日 星期日
Patrick Manson 和 Ronald Ross的合作關係史
這篇以gift的角度探討Patrick Manson (1844-1922) 和 Ronald Ross( 1857-1932)的合作關係史，雖然不令我很滿意，不過，它提供許多參考資料；也讓我多少了解國內某些研究。
《新史學》第十七卷第四期 物質文化專號
2006年12月
在1894年到1898年 之間，印度的英國殖民醫官羅斯和倫敦的熱帶醫學專家萬巴德，透過大量通信的方式對瘧疾的傳播方式展開合作研究。之前，醫學界大多認為瘧疾是瘴氣引起的疾 病。萬巴德和羅斯的研究支持了瘧疾是種寄生蟲疾病的看法，進而闡明了瘧疾的傳播方式以及蚊子在瘧原蟲生活史中扮演的角色。這是熱帶醫學史上最重大的發現之 一，羅斯因此而獲得諾貝爾獎。本文分析這個醫學史上著名研究的物質文化，指出其重要元素包括在殖民地的「田野」(field)研 究取得研究材料並且發展出相關的材料處理與操作技術，在帝國學術中心透過資料與標本的收藏、分析與展示活動來建立有系統的知識，並且說服歐洲醫學界接受殖 民地的研究成果。殖民地和帝國醫學中心之間的合作，則是透過標本與信件的交流所構成的禮物關係來支撐與進行。這樣的物質文化是十九世紀英國殖民科學與醫學 的重要特徵。
關鍵詞：瘧疾 殖民醫學 大英帝國 禮物 提攜
數月以前的筆記 當時注意的是模型
不過現在我知道應該找他的回憶錄等一讀
Sir. Ronald Ross
蚊子之於高雄，特別有一層不同的意義。自1987年登革熱疫情爆發以來，噴灑殺蟲劑、清理容器積水等防蚊滅蚊措施，成為高雄地區每年必需面對的課題。而在後SARS的疾病高風險社會，我們又該如何從滅蚊行動中看待與疾病與生活呢？
人類如何看待蚊子？可以如沈三白在〈兒時記趣〉所載，「留蚊於素帳中，徐噴以煙，使之沖煙飛鳴，作青雲白鶴觀」而怡然稱快；亦可能因蚊子干擾了眠、影響工作與生活作息而欲驅之除之。不過人蚊關係的一個大轉變的關鍵時刻，是在1897英國駐印度軍醫羅斯(Ronald Ross)解開蚊子傳染瘧疾之謎；從此，蚊子經常是疾病的代名詞，也造成人蚊的緊張關係。
Wikipedia article "Ronald Ross".
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Sir Ronald Ross, the British physician who won the Nobel Prize for determining that mosquitoes transmit malaria, was born on this date in 1857. In West Africa he also discovered the mosquito that transmits African fever. Ross developed mathematical models for studying the epidemiology of malaria. He spent his spare time painting and writing plays and poetry.
Quote
"I have failed in finding parasites in mosquitoes fed on malaria patients, but perhaps I am not using the proper kind of mosquito." — Ronald Ross
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英國內科醫生羅納德·羅斯爵士（Sir Ronald Ross，1857-1932），在1897年擔任英國駐印度軍醫期間發現了寄生在瘧蚊胃中的瘧原蟲。主要研究瘧疾的侵入機制與治療方法，且在西非發現傳播瘧疾的瘧蚊。。因為他發現了瘧原蟲的傳染途徑，他獲得了1902年的諾貝爾生理學或醫學獎。發展「熱帶醫學」。他曾經以軍醫的身分參加第三次緬甸戰爭，同時他也寫了一些詩與小說。
羅納德·羅斯爵士（英語：Sir Ronald Ross，1857年5月13日—1932年9月16日），是一位蘇格蘭醫師。由於瘧疾研究，而獲得1902年諾貝爾生理學或醫學獎。
1857年出生 | 1932年逝世 | 英國醫學家 | 諾貝爾生理學或醫學獎獲得者
瘧疾模型的先驅Ronald Ross，看到了數學分析這一方法在進行瘧疾控制中的價值，並開發了第一個瘧疾的數學模型。
Ross's three part paper on the theory of epidemics is available on the web
Ronald Ross, "An Application of the Theory of Probabilities to the Study of a priori Pathometry. Part I", Proceedings of the Royal Society of London. Series A, Vol. 92 (1916)pp. 204-230.
Ronald Ross; Hilda P. Hudson, "An Application of the Theory of Probabilities to the Study of a priori Pathometry. Part II", Proceedings of the Royal Society of London. Series A, Vol. 93 (1917)pp. 212-225.
Ronald Ross; Hilda P. Hudson, "An Application of the Theory of Probabilities to the Study of a priori Pathometry. Part III", Proceedings of the Royal Society of London. Series A, Vol. 93 (1917)pp. 225-240.
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研究瘧疾感染概率的新的數學模型Nature (November 24, 2005)
Ronald Ross因發現蚊子在瘧原蟲生命周期中的作用而獲得1902年的諾貝爾獎，但他後來在關於對瘧原蟲進行流行病學研究的數學模型方面所做的工作也許更重要。今天仍被引用的Ross瘧疾模型假設，人類被蚊子叮咬的機會是相同的，感染的清除不會被再次感染所改變。我們現在知道，有些人比其他人更多地被蚊子叮咬，多次感染會減慢寄生蟲的清除。這些資料和其他新的資料已被收錄進了一個數學模型中，用來對Ross模型進行更新，以供21世紀使用。將新的模型與來自被瘧疾感染的90多個社區的數據結合起來，研究人員發現，被蚊子叮咬概率和/或易感性的差異是決定感染的流行方式的關鍵因素：20%的人佔感染總數的80%以上。這一發現可被用來指導那些最有可能從中受益的人們進行瘧疾控制。Page: 492
2007年9月29日 星期六
梅光迪
頁105 (日記選錄) 將fund翻譯成"損" --英倫聯合救濟中國損 (United China Relief Fund). (梅光迪(1890-1945)，字迪生，安徽宣城人，1890年出生，1911年赴美留學。回國後先後任教于南開大學、東南大學、哈佛大學等，是中國新文化運動時期的一員干將。作品有《梅光迪文錄》等。本書是目前收錄梅光迪文字最完備的一個本子，包括了他的論文、文章、英文作品、日記、書信和提案等等。附錄部分則是梅光迪的傳記、浙大版《梅光迪文錄》的序言以及各方對他的追思文章。相信它的出版能夠為重新描繪中國現代文學和文化的歷史圖景添上不可或缺的一筆。) 梅光迪 |
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梅光迪（西元一八九○~一九四五年），字迪生，一字覲莊，安徽宣城人。梅氏在宣城是望族，宋代文學家梅聖俞，清初數學家梅文鼎等都是梅先生的遠祖，學術相傳，是梅氏的家風。先生生於清光緒十六年一月二日，十二歲應童子試，十八歲肄業安徽高等學堂，宣統三年（一九一一）考取第三屆庚子賠款留美生考試。同年赴美入威斯康辛大學，民國二年夏，自威大轉入芝加哥的西北大學。四年夏，轉往哈佛大學深造，專攻文學。時白璧德（Irving Babbitt）以新人文主義倡於哈佛，於東力學說，獨近孔子。先生受業門下，最有深契。
先生於民國九年夏自美歸國，應劉伯明邀，到南京高等師範任教。民十東南大學成立，被任為西洋文學系主任。翌年一月與劉伯明等創辦學衡雜誌，以「闡揚舊學、灌輸新知」為職志。撰文介紹毆西古代重要學術文藝，以及近世學者論學之作，期國人於西方文化有更真切深透之了解，而融新變故，能尋得更適當的途徑。
民國十三年到美國哈佛大學任教，十六年歸國，任中央大學代理文學院院長。未幾，再往哈佛大學擔任漢文副教授，於二十五年夏自美回國，應浙江大學竺校長聘，任文理學院副院長兼外國文學系主任。二十七年當選為國民參政員。二十八年浙大文理學院分為文學院與理學院，被任為文學院院長。先生注重通才教育。提倡人文修養，使學生能閎中肆外，篤實而有光輝。
民國三十三年冬，始患心臟病，病發則氣逆嘔吐。次年春赴重慶休養，稍見康復，六月返遵義。九月病復劇，旋赴貴陽就醫，卒以沈疴不治，於三十四年十二月二十七日病歿，享年五十有六。安葬於貴陽聖公會墓地。
先生學問淵博，為我國對中西文化思想很有研究的一位學者，但不輕意動筆，不急求出版，所以一生著作不多。其中文著述大多收入梅光迪文錄，英文著作收入家信集，以為附錄。梅夫人李今英女士，治英國文學。三女：儀慈、儀昭、儀芝，一男：本修，均已學成，獲博士或碩士學位，且次第成家。長婿福魏克博士（Dr. Albert Feuerwerker）為美國研究我國近代現代史的專家之一。見附圖1。（宋 晞）"......梅光迪的教學生涯主要是在東南大學、哈佛大學和浙江大學。其中，在哈佛大學是主講漢語。在東南大學和浙江大學是講西洋文學。他的人文主義理想主要體現在向 學生傳授知識上。為東南大學的西洋文學系（由他創辦，並任主任）和浙江大學的外文系（任文學院院長），他付出最多。他的同事張君川回憶說：「梅先生自己學 貫中西，也要求學生在努力研究西方文學外，不能忘記祖國豐富文學。他與吳宓老師素來提倡比較文學。如吳宓師在清華開有中西詩之比較一課，梅先生講課常中西 對比，不只使學生加深理解，實開比較文學之先聲。」15.....梅光迪到浙江大學後，「經竺可楨校長的同意，繼續發揚學衡精神」19。規定大學一年級學生必修古文一年。從上古到明清，以順序選讀。文學院、師範學院的學生，還必須學一年古代文學作品選讀。同時，大學一年級還要必修一年英文，文學院、師範學院的學生則要修兩年英文。只有這樣，才可能融通中西之學。" {21世紀)
王晴佳{ 白璧德與「學衡派」——一個學術文化史的比較研究}
摘要:五四新文化運動期間，出現過這樣一個有趣的現象：一批有相同教育背景、年紀亦相仿的學者，在如何革新中國文化的問題上，提出了截然相反的方案。胡適等人主張用新的科學方法，重新詮釋和改造中國傳統文化，而以梅光迪為首的「學衡派」，則希望能張揚傳統文化的人文主義精神，並與西方人文主義的傳統相銜接，以求「昌明國粹、融化新知」。本文想從比較文化的角度，對「學衡派」人士的教育背景，特別是他們在美國留學期間接受老師歐文．白璧德(Irving Babbitt, 1865-1933)的「新人文主義」的經歷，以及「新人文主義」在美國的產生和影響，做一細緻的爬梳與整理，由此來窺視「學衡派」人士的思想和立場形成之原因。本文注重兩個方面：一是想展現白璧德提倡「新人文主義」的背景及其影響；二是想利用新出版的梅光迪與友人的通信，探討梅光迪等人推崇「新人文主義」的動因，以及他們在中國宣揚「新人文主義」的過程和結果。
關鍵詞：白璧德、學衡、胡適、梅光迪、吳宓、新人文主義
hc曰:
應該注意梅先生津津樂道的 {S. Johnson 傳}和他想寫的一系列中國人如"歐陽公"等等
Madosini
Madosini - 'The Veteran', as she is popularly known among the Bundu societies in Mpondoland - is an undisputed Queen: the great musician, composer, story teller and the dancer of the time. Her music is extraordinary; unique not just in its scope but in its variety and the range of feelings it evokes. Since she is respected in the playing and making of Uhadi (berimbau), Isitolotplo (Jews' harp), Umrhubhe (mouthbow) and a legend in story-telling, you'll find that she also expresses feelings and thoughts of the ancient life.
Aside from their work with Amampondo, Dizu Plaatjies and Mzwandile Qotoyi also work together as DZM Projects to produce recordings by indigenous artists. Since Madosini is so revered, it's natural that she should become the first among them.Madosini's Power To the Women was released as the first DZM Project in 1997. Madosini has toured the globe with Amampondo and more recently she attended a series of WOMAD festivals accross the world.
Madosini, from the rural Eastern Cape, has entertained audiences world-wide.
Life, love and respect are the concern of the artists and they wish to enjoy these sounds with people in Africa and all over the world. As human beings we are prey to an infinite number of passions; these would include ambition, belief, desire, disloyalty, falsehood, grief, jealousy, superstition and worry. All these qualities will be unpacked from song to song in this album. This keeps us moving side by side, throwing us into wonderland.
--Lungile Gadezweni
Madosini Downloads
From Dido to Madosini, a DW-Sponsored Concert at the Arithmeum in Bonn
Europe and Africa - continents that seem worlds apart. With completely different climates, customs, languages, religions, it's no wonder the music from the two continents has emerged and developed in very different directions.
The world is constantly becoming an ever smaller place, and there are more opportunities for Africans and Europeans to discover and appreciate each other's musical traditions. A recent concert at the Arithmeum in Bonn called 'From Dido to Madosini' is an example.
Compiled by the South African cellist and composer Hans Huyssen, the concert presented pieces from native African composers played by a European string quartet, as well as Huyssen's own musical compilation which fused styles from both continents. Called "The songs of Madosini," it featured a performance by a living legend, Latozi Madosini Manqineni Mpahleni. Joanna Smith was there and brought back these impressions, presented by Claudia Sarkány.
川合 康三( KAWAI Kozo) 教授 一面之緣
川合 康三( KAWAI Kozo) 教授 一面之緣
參加台大紀念歐陽修千年會議 在川合康三先生等要返回時
與他談中國日記和自傳為什麼無法像日本般成為主要文體
他簡單地說 日本人很重視日常生活 所以他們會將之記下來
我們也談他大陸出書《中國的自傳文學》的版權和上海古籍出版社新書
川合康三=Kawai, Kouzo. 日本京都大學 專業為 中国古典文学（中世文学）
『中国のアルバ――系譜の詩学』川合康三、汲古書院、2003年
(詩のテーマやモチーフがどのように継承され)『終南山の変容――中唐文学論集』川合康三、研文出版、1999年
『中国の文学史観』（編著）、創文社、2002年
(這書的簡單評法可參考浅見 洋二)
主要論文12篇包括
「杜甫詩中的自我認識与自我表述」淡江大学中文系編『杜甫与唐宋詩学―杜甫誕生一千二百九十年国際学術研討会論文集』、台湾・里仁書局、pp.81-94、2003年
直到现在，我还清楚地记得1979年我30岁刚刚出头时， 读到中川久定先生的新著《自传文学》，曾受到多么大的震动。 那时我正潜心于文学研究方法论的探索，而文学作品是“怎样 写成的”，这本书可以说提供了一个研究的示范，使我有如醍 醐灌顶，茅塞顿开之感。与此同时，把自传作为文学的一种样 式来做总体观照，也令我在浩瀚无垠的文学世界中，看见了一 片崭新的天地。在该书出版前，以中川先生为中心，召开了关 于自传文学的研讨会（见《自传的条件——绝对者的存在与孤 独》，载于《创造的世界》第27号，1978年），中国文学方面是 兴膳宏先生做的讲演。他指出，直至本世纪初胡适首先摇旗 呐喊为止，中国可以说没有出现过真正的近代意义上的自传， 中国自传文学的研究也就形同荒原，乏人问津。面对这些新鲜的议论，一向贪读自传以及公开刊行的日记的我，“中国的 自传文学”这一课题，便在心底悄悄地萌芽了。但尽管它不时 蹭得心痒，在我还没有正式着手时，年龄已跨进了40岁的门 坎。
“中国学艺丛书”的执笔，出自责任编委林田慎之助先生 的好意，但他最初派给我的题目，是“中国的随笔文学”。我和 林田先生是文字之交，对我时常寄送的拙论，他总是能够点出 笔者最称心得意的那一处（对其他的繁文冗辞则闭上眼睛）， 给予切中肯綮的褒奖，对他的期待，我当然应该全力以赴。可 是一旦操觚染翰，却觉得无从下笔，弄得整日面壁枯坐，苦心焦虑。有一天，突然念头一转：如果是“中国的自传文学”，大 概还能鼓捣出一点新名堂来。于是立刻和林田先生商议，他 大为赞同，并说自己也曾想做这个题目，希望能涵盖中国古典 文学的全部，可能的话把近现代也一并包容进去。很抱歉我 领取的这个大题目，由于篇幅的限制，现在只做到了唐末，但撮其大要，似乎也可以说约略在此了。同样是因为纸面有限， 我提交的原稿中，引用文献本来是原文和译文并存的，结果原 文被尽数删去，只剩下拙译在“独领风骚”。其实对日本人来 说，中国的古典虽然也是外语，但不借助翻译而直接阅读，本 是我们的强项，遗憾的是现在年轻的一代对汉文已经感到生 疏，无奈之下，读者诸位如果能把本书和其他外国文学的译介 一样，只通过阅读日语也能领略其妙，并唤醒沉睡已久的汉文 兴趣的话，就是我的望外之喜了。
本书的原型，是1991年秋在名古屋大学文学部的客座集 中讲义，共分15讲。在这个基础上我加以充实，1992年又作 为京都大学文学部的专题研究课，讲授了一年。每次上课，我 都随时听取两所大学的本科生和研究生们的反映，受到不少启发。此外，周围的同事友人，更对我助益良多。京大文学部 中文研究室的兴膳宏先生，为我创造了愉快的研究条件；一路 之隔的京大综合人间学部的西胁常记先生，以其不断发表的 关于自传的论考，也常使我在山重水复之际，忽见柳暗花明。 不仅是这两位日常时相过从的先生，全国各地的友人，如松本 肇、赤井益久等中唐研究会的同好们，也每年都能几度欢聚， 大家开怀神聊，纵论古今。和上述师友们在一起时，哪怕我随 意冒出一点稍纵即逝的发想，总是无例外地或是得到切当宝 贵的意见，或是慷慨提示、借阅我不知道的文献，确实是小叩 辄发大鸣，片言即见真诠。因此，本书也可以说是在和诸位先 生的欢谈中，逐渐成形的。梳理思想，形诸文字，当然需要自 己的辛苦劳顿，但由涓流而成巨浸的此前海阔天空的畅谈，却 是无比的快乐。作为对这种友谊的纪念，我也怀着诚挚的感 激之情，把这本小书敬奉在师友们的案旁。
川合康三 1995年9月
曹旭( 在日本看探索电影)--《红桥下的暖水》.....“铁杆影迷”中，川合
2007年9月23日 星期日
Jean Piaget 1896–1980 兒童發展心理學
最早知道心理學家Jean Piaget是1978年英國Essex 大學的電腦科學的學生之報告----要了解智慧型電腦. 似乎該深入了解Jean Piaget的百科全科式的兒童發展心理學
我在1985-95 之間才讀了許多皮亞杰Jean Piaget的著作
《皮亞杰對話錄》 (劉玉燕譯)的台灣版本的一小段是我大力促成的
Jean Piaget, 1896–1980,（簡稱JP）是我20年前醉心的科學家（知道他是在1978年英國的電腦科學博士生推薦的）。我還到加州大學Davis 校園找過資料。然後我太太
劉玉燕根據日本和英文翻譯『皮亞傑對話錄』（Bringuier, J-C. (1980). Conversations with Jean Piaget. Chicago: University of Chicago Press），我幫點小忙。
JP的主要著作大陸已翻譯十幾本。沒想到大陸教育界發揚光大，繼續弄「
皮亞傑發生認識論精華譯叢」，今天買到：
※走向一種意義的邏輯
※關於矛盾的研究
※可能性與必然性
※心理發生和科學史
（我會讀它們嗎？）
他的作品約2/3有英譯本 中國有翻譯
Dr. Piaget was hospitalized 10 days ago at Geneva Cantonal Hospital. He is survived by three children. The cause of death was not disclosed.
The question to which Jean Piaget addressed himself was deceptively obvious and simple: How does a child learn? His answer, often phrased in obtuse language, was in brief that a child learns by discrete stages related to age and that he is a significant agent in the process.
His stress on the interaction of biological functions and the structure of the environment, elaborated in more than 60 years of research, was, in the opinion of many psychologists and education specialists, as liberating and as revolutionary as Sigmund Freud's earlier insights into the stage development of human emotional life. Many hailed him as one of the century's most creative scientific thinkers.
And indeed Dr. Piaget's theories exercised a profound effect on thinking about children in Europe and America. They have basically altered man's perceptions of the mechanism and functioning of his intelligence. Educators seized upon his work.
In contrast to the traditional views of how we acquire knowledge--that heredity plays a dominant role or that environmental factors are controlling--Dr. Piaget proposed that each child, starting from birth, constructs and reconstructs his very own model of reality, of the world about him, in a regular sequence. He does this through a multitude of direct experiences with persons and objects, in the course of which cognitive growth takes place not merely by amassing new facts. The child's transformation of these experiences into conceptions is constantly revised through his own self- discoveries, which tend to eliminate errors in previous conceptions.
A simple example of this phenomenon was cited recently by Dr. David Elkind of Tufts University, a Piaget specialist. He wrote:
"The child of 3 or 4 already has an elementary concept of quantity: confronted with two identical glasses of orangeade filled to the same level, he would say that both had the 'same to drink.' But if the orangeade from one glass were poured into a tall, narrow beaker while he looked on, the child would say, Piaget found, that the tall glass had 'more to drink' than the shorter one.
"Not until about 6 or 7 do most children understand that changing the shape of a quantity does not change the amount. The young child has a concept of quantity, but it is clearly a different concept from the one held by older children and adults: he thinks the amount of liquid can be gauged by its level without taking its width into account. Older children and adults, however, assess liquid quantities by taking both height and width into consideration.
Mental Growth by Integration
"This is mental growth by integration, wherein a new, higher-level idea (amount is determined by height and width) is formed by the integration of two lower-level ideas (amount is determined by height or width). It suggests that mental growth is an expanding upward spiral in which the same problems are attacked at successive levels but are resolved more completely and more successfully at each higher level."
In addition, Dr. Piaget explained that mental growth takes place by integration of diverse concepts and replacement or primitive notions of nature by more mature ideas with age. Thus, very young children tend to believe that the sun and the moon follow them around, a notion that is replaced in later years.
Four Stages of Growth
Four major stages of mental growth were delineated by Dr. Piaget, based on the cognitive tasks accomplished in each.
In the sensory-motor period--the initial two years of life--the child is chiefly concerned with the mastery of objects, blocks, large toys, rocks, household objects and the like. From 2 to 6, his main concern is with symbols such as those in language, fantasy, dreams and play. For about the next five or six years, or until age 12, the child learns to master numbers, relations and classes and how to reason about them. Finally, in the three years to age 15, he is occupied with the mastering of purely logical thought, and he can think about his own thinking and that of others. The continuum, in Dr. Piaget's presentation, is quite complex, yet each stage has its telltale characteristics.
A number of hardy theories were challenged by Dr. Piaget's work: that a child is a little adult; that ideas are inborn; that learning takes place by environmental conditioning or reinforcement; that the young child is capable of absorbing facts as they are understood by adults; and that he copies the world about him. In place of these notions, Dr. Piaget sought to substitute what he called genetic epistemology.
In this concept, the timetable that appears to underlie the development of intellectual skills indicates that the capacity for logical thought is coded, along with sex, eye color and the shape of the nose, in the genes. Rational tendencies, however, do not mature simply because they are innate; rather, they grow with use.
The application of this theory in education stresses the importance of what is called the "discovery method" of teaching, in which a child gets an opportunity to apply his developing abilities and test their limitations. The teacher is a guide, not a force-feeder of ready-made truths.
"The goal of education is not to increase the amount of knowledge but to create the possibilities for a child to invent and discover, to create men who are capable of doing new things," Dr. Piaget explained.
Dr. Piaget's early discoveries with children gained him worldwide acclaim in the 20 and 30's, but after that his works were considered too remote from the dominant trends in American behavioral science. Then in the late 50's and early 60's he was rediscovered. In the last few years most of his basic works have been translated and several explications for the general reader have been published. The most accessible of Dr. Piaget's own works are "Six Psychological Studies" and "The Psychology of the Child;" books about him include "Understanding Piaget," "The Essential Piaget" and "An Outline of Piaget's Developmental Psychology for Students and Teachers."
Along with an enthusiasm for Dr. Piaget in some American academic and educational circles there has been criticism. Traditionalists objected to the radical way he conceived of the child's task of acquiring knowledge. And many sympathetic with Dr. Piaget's overall interpretation feel alternative interpretations can be put forth for many of the phenomena he uncovered. Other critics also argued that his theory offered little help in clarifying the motivations and accomplishments of individual children. Many critics, however, agreed with Robert Coles of Harvard that Dr. Piaget had focused psychologists' attention on "man the developing thinker rather than on man the universal neurotic."
Tall, portly and rumpled-looking in his bulky suits, Dr. Piaget resembled a magnified Einstein, an impression that was accented by his bushy white hair. Out of doors he covered part of this unruly mane with a navy blue beret. To many who met him, according to Professor Elkind, Dr. Piaget gave off "an aura of intellectual presence not unlike the aura of a dramatic presence emanated by a great actor." Smoking a meerschaum and chatting with friends--and especially with children--he seemed benign and gracious, but members of his staff in Geneva knew that he could also be aloof and remote.
Followed a Strict Schedule
For years he followed a strict schedule. Up at 4 A.M., he wrote at least four publishable pages in a small, even hand. Later, he taught classes or attended meetings. After lunch he walked and pondered whatever problem faced him. "I always like to think on a problem before reading about it," he said. And in the evening he read.
In the summer he departed to an Alpine retreat to talk, meditate and write. Apart from articles and lectures, his output totaled more than 50 books and monographs. Several of them, including "The Child's Conception of Space" and "The Growth of Logical Thinking From Childhood to Adolescence," were written with Barbel Inhelder, his longtime associate at the Institute of Educational Science in Geneva.
Dr. Piaget's road to child psychology started with a youthful interest in zoology. The son of specialist on the Middle Ages, he was born Aug. 9, 1896, in Neuchatel, Switzerland. Something of a prodigy, he published articles on mollusks in scientific journals by the age of 15. At 22 he was granted a doctoral degree with a thesis on mollusk distribution in the Valais Alps. He became interested also in psychology, attending lectures by Carl Jung. From these and his own speculations, he recalled, he became "haunted by the idea of discovering a sort of embryology of intelligence." This was the basis for his later idea that life could be understood best in terms of "structures of the whole."
In 1920 he went to Paris to work with Theodore Simon, a co-developer with Alfred Binet of an intelligence test for children. Scrutinizing responses to the test questions, Dr. Piaget believed he saw a pattern in the wrong answers, a pattern that related to a child's age group. This finding led him to investigate the children's world, including the crib activities of his own three youngsters.
Inside the Child's Mind
Possessed of a remarkable empathy with children, he spent long hours on his hands and knees shooting marbles with them, exploring their notions of space, ethics, numbers and the like. From these observations came his first book, "The Language and Thought of The Child," which traced the development of child's speech from egocentric to socialized forms.
His researches in psychology spanning over a half-century built up an impressive body of insights. His basic approach was to get inside of the child's mind and see the world through its eyes. "I engage my subjects in conversation," Dr. Piaget recounted, "patterned after psychiatric questioning, with the aim of discovering something about the reasoning underlying their right but especially their wrong answers."
Among other things, he found that "children not only reasoned differently from adults, but also that they had quite different world views, literally different philosophies." For example, he noted that in a child's view "objects like stones and clouds are imbued with motives, intentions and feelings." The mind is thus not a passive mirror but an active artist as it develops increasingly sophisticated versions of reality.
The unfolding of Dr. Piaget's explanations occurred over a lifetime, so there were refinements as new evidence was sifted; but these did not alter his basic theories.
The elaboration of these was institutionalized in the International Center for Genetic Epistemology that he established in Geneva in 1955 with funds from the Rockefeller Foundation.
In his mature years Dr. Piaget was widely acclaimed. There were honorary degrees from dozens of universities, including Oxford and Harvard, and impressive guest appearances at scholarly meetings. He remained, however, a remote public figure--more the distant philosopher than the polemicist.
我在1985-95 之間才讀了許多皮亞杰Jean Piaget的著作
《皮亞杰對話錄》 (劉玉燕譯)的台灣版本的一小段是我大力促成的
* 書緣：川瀨先生講談會、皮亞傑發生認識論精華譯叢；total book ...
mypaper.pchome.com.tw/2adigoxl/post/1260832545Translate this page
Nov 10, 2005 - 然後我太太劉玉燕根據日本和英文翻譯『皮亞傑對話錄』（Bringuier, J-C. (1980). Conversations with Jean Piaget. Chicago: University of Chicago ...劉玉燕根據日本和英文翻譯『皮亞傑對話錄』（Bringuier, J-C. (1980). Conversations with Jean Piaget. Chicago: University of Chicago Press），我幫點小忙。
JP的主要著作大陸已翻譯十幾本。沒想到大陸教育界發揚光大，繼續弄「
皮亞傑發生認識論精華譯叢」，今天買到：
※走向一種意義的邏輯
※關於矛盾的研究
※可能性與必然性
※心理發生和科學史
（我會讀它們嗎？）
他的作品約2/3有英譯本 中國有翻譯
September 17, 1980
OBITUARYJean Piaget Dies in Geneva at 84
By ALDEN WHITMAN
Jean Piaget, the Swiss psychologist whose study of child development has often been compared to Freud's work in its vast influence on the science of human intelligence, died in Geneva today. He was 84 years old.Dr. Piaget was hospitalized 10 days ago at Geneva Cantonal Hospital. He is survived by three children. The cause of death was not disclosed.
The question to which Jean Piaget addressed himself was deceptively obvious and simple: How does a child learn? His answer, often phrased in obtuse language, was in brief that a child learns by discrete stages related to age and that he is a significant agent in the process.
His stress on the interaction of biological functions and the structure of the environment, elaborated in more than 60 years of research, was, in the opinion of many psychologists and education specialists, as liberating and as revolutionary as Sigmund Freud's earlier insights into the stage development of human emotional life. Many hailed him as one of the century's most creative scientific thinkers.
And indeed Dr. Piaget's theories exercised a profound effect on thinking about children in Europe and America. They have basically altered man's perceptions of the mechanism and functioning of his intelligence. Educators seized upon his work.
In contrast to the traditional views of how we acquire knowledge--that heredity plays a dominant role or that environmental factors are controlling--Dr. Piaget proposed that each child, starting from birth, constructs and reconstructs his very own model of reality, of the world about him, in a regular sequence. He does this through a multitude of direct experiences with persons and objects, in the course of which cognitive growth takes place not merely by amassing new facts. The child's transformation of these experiences into conceptions is constantly revised through his own self- discoveries, which tend to eliminate errors in previous conceptions.
A simple example of this phenomenon was cited recently by Dr. David Elkind of Tufts University, a Piaget specialist. He wrote:
"The child of 3 or 4 already has an elementary concept of quantity: confronted with two identical glasses of orangeade filled to the same level, he would say that both had the 'same to drink.' But if the orangeade from one glass were poured into a tall, narrow beaker while he looked on, the child would say, Piaget found, that the tall glass had 'more to drink' than the shorter one.
"Not until about 6 or 7 do most children understand that changing the shape of a quantity does not change the amount. The young child has a concept of quantity, but it is clearly a different concept from the one held by older children and adults: he thinks the amount of liquid can be gauged by its level without taking its width into account. Older children and adults, however, assess liquid quantities by taking both height and width into consideration.
Mental Growth by Integration
"This is mental growth by integration, wherein a new, higher-level idea (amount is determined by height and width) is formed by the integration of two lower-level ideas (amount is determined by height or width). It suggests that mental growth is an expanding upward spiral in which the same problems are attacked at successive levels but are resolved more completely and more successfully at each higher level."
In addition, Dr. Piaget explained that mental growth takes place by integration of diverse concepts and replacement or primitive notions of nature by more mature ideas with age. Thus, very young children tend to believe that the sun and the moon follow them around, a notion that is replaced in later years.
Four Stages of Growth
Four major stages of mental growth were delineated by Dr. Piaget, based on the cognitive tasks accomplished in each.
In the sensory-motor period--the initial two years of life--the child is chiefly concerned with the mastery of objects, blocks, large toys, rocks, household objects and the like. From 2 to 6, his main concern is with symbols such as those in language, fantasy, dreams and play. For about the next five or six years, or until age 12, the child learns to master numbers, relations and classes and how to reason about them. Finally, in the three years to age 15, he is occupied with the mastering of purely logical thought, and he can think about his own thinking and that of others. The continuum, in Dr. Piaget's presentation, is quite complex, yet each stage has its telltale characteristics.
A number of hardy theories were challenged by Dr. Piaget's work: that a child is a little adult; that ideas are inborn; that learning takes place by environmental conditioning or reinforcement; that the young child is capable of absorbing facts as they are understood by adults; and that he copies the world about him. In place of these notions, Dr. Piaget sought to substitute what he called genetic epistemology.
In this concept, the timetable that appears to underlie the development of intellectual skills indicates that the capacity for logical thought is coded, along with sex, eye color and the shape of the nose, in the genes. Rational tendencies, however, do not mature simply because they are innate; rather, they grow with use.
The application of this theory in education stresses the importance of what is called the "discovery method" of teaching, in which a child gets an opportunity to apply his developing abilities and test their limitations. The teacher is a guide, not a force-feeder of ready-made truths.
"The goal of education is not to increase the amount of knowledge but to create the possibilities for a child to invent and discover, to create men who are capable of doing new things," Dr. Piaget explained.
Dr. Piaget's early discoveries with children gained him worldwide acclaim in the 20 and 30's, but after that his works were considered too remote from the dominant trends in American behavioral science. Then in the late 50's and early 60's he was rediscovered. In the last few years most of his basic works have been translated and several explications for the general reader have been published. The most accessible of Dr. Piaget's own works are "Six Psychological Studies" and "The Psychology of the Child;" books about him include "Understanding Piaget," "The Essential Piaget" and "An Outline of Piaget's Developmental Psychology for Students and Teachers."
Along with an enthusiasm for Dr. Piaget in some American academic and educational circles there has been criticism. Traditionalists objected to the radical way he conceived of the child's task of acquiring knowledge. And many sympathetic with Dr. Piaget's overall interpretation feel alternative interpretations can be put forth for many of the phenomena he uncovered. Other critics also argued that his theory offered little help in clarifying the motivations and accomplishments of individual children. Many critics, however, agreed with Robert Coles of Harvard that Dr. Piaget had focused psychologists' attention on "man the developing thinker rather than on man the universal neurotic."
Tall, portly and rumpled-looking in his bulky suits, Dr. Piaget resembled a magnified Einstein, an impression that was accented by his bushy white hair. Out of doors he covered part of this unruly mane with a navy blue beret. To many who met him, according to Professor Elkind, Dr. Piaget gave off "an aura of intellectual presence not unlike the aura of a dramatic presence emanated by a great actor." Smoking a meerschaum and chatting with friends--and especially with children--he seemed benign and gracious, but members of his staff in Geneva knew that he could also be aloof and remote.
Followed a Strict Schedule
For years he followed a strict schedule. Up at 4 A.M., he wrote at least four publishable pages in a small, even hand. Later, he taught classes or attended meetings. After lunch he walked and pondered whatever problem faced him. "I always like to think on a problem before reading about it," he said. And in the evening he read.
In the summer he departed to an Alpine retreat to talk, meditate and write. Apart from articles and lectures, his output totaled more than 50 books and monographs. Several of them, including "The Child's Conception of Space" and "The Growth of Logical Thinking From Childhood to Adolescence," were written with Barbel Inhelder, his longtime associate at the Institute of Educational Science in Geneva.
Dr. Piaget's road to child psychology started with a youthful interest in zoology. The son of specialist on the Middle Ages, he was born Aug. 9, 1896, in Neuchatel, Switzerland. Something of a prodigy, he published articles on mollusks in scientific journals by the age of 15. At 22 he was granted a doctoral degree with a thesis on mollusk distribution in the Valais Alps. He became interested also in psychology, attending lectures by Carl Jung. From these and his own speculations, he recalled, he became "haunted by the idea of discovering a sort of embryology of intelligence." This was the basis for his later idea that life could be understood best in terms of "structures of the whole."
In 1920 he went to Paris to work with Theodore Simon, a co-developer with Alfred Binet of an intelligence test for children. Scrutinizing responses to the test questions, Dr. Piaget believed he saw a pattern in the wrong answers, a pattern that related to a child's age group. This finding led him to investigate the children's world, including the crib activities of his own three youngsters.
Inside the Child's Mind
Possessed of a remarkable empathy with children, he spent long hours on his hands and knees shooting marbles with them, exploring their notions of space, ethics, numbers and the like. From these observations came his first book, "The Language and Thought of The Child," which traced the development of child's speech from egocentric to socialized forms.
His researches in psychology spanning over a half-century built up an impressive body of insights. His basic approach was to get inside of the child's mind and see the world through its eyes. "I engage my subjects in conversation," Dr. Piaget recounted, "patterned after psychiatric questioning, with the aim of discovering something about the reasoning underlying their right but especially their wrong answers."
Among other things, he found that "children not only reasoned differently from adults, but also that they had quite different world views, literally different philosophies." For example, he noted that in a child's view "objects like stones and clouds are imbued with motives, intentions and feelings." The mind is thus not a passive mirror but an active artist as it develops increasingly sophisticated versions of reality.
The unfolding of Dr. Piaget's explanations occurred over a lifetime, so there were refinements as new evidence was sifted; but these did not alter his basic theories.
The elaboration of these was institutionalized in the International Center for Genetic Epistemology that he established in Geneva in 1955 with funds from the Rockefeller Foundation.
In his mature years Dr. Piaget was widely acclaimed. There were honorary degrees from dozens of universities, including Oxford and Harvard, and impressive guest appearances at scholarly meetings. He remained, however, a remote public figure--more the distant philosopher than the polemicist.
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