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马克思在《〈政治经济学批判〉序言》里说,社会存在决定社会意识,这是马克思主义理解文化的根本,但不是一条公式;它为解说提供了语境与方向。虽说它典型地用于解释历史文化,但是马克思主义的创始人们清楚地指出,它也同改变世界有关。在真实世界里对变革的需求,表明对文化产品的批评必须不仅注意结合客观政治的事实,也要注意建构主体性和情感的事实。在对文学提出政治要求时,批评忽略这种复杂的过程,倾向于制造粗率的判断。克里斯多弗·考德威尔(Christopher Caudwell)是英国马克思主义者,29岁时牺牲在西班牙内战的战场上。他指出,文学鼓动变革的力量主要来自对情感的重新组织,而不是理性的政治辩论。情感的首要性必然带来关于解说的重要结果,即,分析必须是具体的,因为它具体地表现在体验中。批评应当注意这种具体性。“理性/情感”和“具体/抽象”的区分可以由两对无产阶级小说来描述——刘易斯·琼斯(Lewis Jones)的《克乌马迪》(Cwmardy)和《我们活着》(We Live);沃尔特·布利尔莱(Walter Brierley)的《手段考验人》(Means Test Man)和《三明治人》(Sandwich Man)。本文还联系到李安2007年的电影《色·戒》。最后,对抽象的偏好也关联到深深地埋藏在英国教育制度里的阶级态度。
Marx said in the Preamble of Critique of Political Economy that social existence determines social awareness, which is the basis of Marxist understanding of culture, but it is not a formula; it provides the context and direction for explanation. Although it is typically used to explain history and culture, the founders of Marxism clearly point out that it is also about changing the world. The need for change in the real world suggests that criticism of cultural goods must not only focus on the fact of combining objective politics with the fact of building subjectivity and emotion. When political demands are placed on literature, criticism ignores this complex process and tends to make crude judgments. Christopher Caudwell, a British Marxist who died at the age of 29 on the battlefield of the Spanish Civil War. He pointed out that the power of literature to encourage change mainly comes from the reorganization of emotions rather than a rational political debate. The primacy of emotion necessarily brings about the important result of commentary, that is, the analysis must be concrete because it is embodied in experience. Criticism should pay attention to this kind of concreteness. The distinction between “rational / emotional” and “concrete / abstract” can be described by two pairs of proletarian novels-Lewis Jones’s Cwmardy and “We’re Alive” We Live; Walter Brierley’s Means Test Man and Sandwich Man. This article also linked to Ang Lee 2007 movie “color ring”. Finally, the preference for abstraction is also linked to the class attitude deeply embedded in the British education system.