| "Teaching books embody the political cultures of an era best, especially the content about humanities. They are windows, where we can find that how the political cultures changes public's behaviors and customs."1Teaching books reflect the political cultures of a country comprehensively. They are important embodiments of the literature creative works of a period and also the refraction of the social reading psychology and aesthetic judgments. They provide a classical readings for us by which we can grasp the cultural spirit and sequence of ideas of an era.The reverberation, comments, arguments and research toward Lu Xun's works lasted for half of a century. We can also feel the temperature and breathe of that century when we read his works in the middle school Chinese books. After a general survey, we can find clearly that Lu Xun's works are chosen into Chinese books of the middle schools though the edition and times are different. Furthermore, the important position of his works in Chinese books of the middle schools can not be challenged by any other writers, including Hu Shi, Zhou Zuoren, Xu Zhimo, Lin Yutang and so on. Although the teaching anthology in the period of the Republic of China chose their works a lot, and the number of them even surpass Lu Xun's, there is no continuity in modern teaching books,even including Sun Zhongshan and Mao Zedong's works. However, Lu Xun never and ever disappeared from the history of Chinese teaching anthology. It shows a fact that the historical position of Lu Xun's works in Chinese teaching materials of middle schools is eternal and immovable.Nevertheless, there are also a great deal of overstated comments and criticism. As Chen Duxiu notes:"Before getting closed to the political party, about 16 or 17 years after the establishment of the Republic of China, he was cursed worthless by the members of this party; as he got closed to it, he was commented so high still by them. It seems that Lu Xun used to be a dog and at present a god. I do think the real Lu Xun is neither a god nor a god. He is actually a man who has talents in literature."2 This is Chen's contribution. After 50 years, the Lu Xun studies circled back to Chen's point of view. It is true that there are really too few periods that take Lu Xun as a real man. In the history of Lu Xun acceptance, as Sun Yushi said,"there has always been a contradictory process between super-secular consecration and anti-consecrated secularization."3 The acceptance and explanations toward Lu Xun's works in the middle schools used to be and actually are on the road of"super-secular consecration". However, Lu Xun is not so detached and pure beyond this world. In contrast, he is lonely and at a loss within the literature world:"A remained soldier between two states,carrying the halbed lonely and puzzeledly".Reviewing the history, there are a lot of spaces for us to explain Lu Xun no matter he is taken as a"god"or as"a man's uniqueness and specialty". Here I just want to get close to Lu Xun in a more direct way, which means that I will put the emphasis on Lu Xun and his works in the field of middle school. It is the visual angle of my thesis. The purpose of this thesis is to make the explanations back to the scene of that era. The thesis'core is the works of Lu Xun in the anthology of Chinese teaching materials of middle schools around the period of the establishment of PRC (most of the anthology after the establishment of PRC are from People Education Press). The academic base is the historical materials of acceptance and explanations', which are from literature critics, the editors of teaching books and those Chinese teachers. From the point of aesthetics, I will card Lu Xun's works since they were accepted into Chinese books in middle schools until the early 21th century-the acceptance state of Lu Xun's works in middle schools for 80 or more years, and at the same time, research the historical development orbit of acceptance toward his works. I will show the historical life and art charm with dynamic state. By this way, we can find the cultural ideology and aesthetic judgments which are reflected by the acceptance history of Lu Xun's works in middle schools, and at the same time, clarify the basic acceptance process in different periods and discuss how the teachers and students in middle schools could make a correct view toward Lu Xun. I try to find a firm Archimedes Point beyond the anthology of the historical materials by which we can find the relative contents with the anthology of his works in middle schools. It means that I will ,through external research, narrate the original ecological and historical culture context of his works'acceptance from political culture point of view, reveal the complex internal relationship between the anthology of his works and political cultures at that time, and definite the contribution of his works upon the construction of this modern state nation. They are also the relative problems of this thesis.There are three parts in this thesis: Preface, Content and Conclusion.The Preface briefly the reasons of choosing this topic, the research target, the research methods and the creative points of this thesis. From the view of Chinese teaching books anthology of middle schools, under the context background of acceptance history, I try to measure the depth and culture trends of his works in middle schools, and at the same time, show the characteristics of different times by narrating the exaggeration, extension and distortion of his works during the process of acceptance. We can understand that century better and keep a continuous dialogue with it by his characters which have touched millions of people. It is also the wish of this thesis.Lu Xun's works in middle school are respected by the people at present and some of them go into daily life becoming popular vocabulary. Let's make his works'acceptance as a coordinate and review the developments of Chinese contemporary culture and literature. By this way, we can find that when Chinese scholars learn to be spiritually independent there are lots of internal cognition logic, thinking models, internal dynamic, academic models and the changing reasons of all of them. Taking Lu Xun spirit as the best quality of contemporary scholars is not merely a kind of academic behavior, it is also their spirit choice. However, as his works are teaching in the middle schools there are too much criticism which makes them full of wounds. At present, the common problems for its acceptance are the lagging ideas of the editors and teachers in teaching targets, and the limitation of social politics and cultures. They all make most of the public dislike Lu Xun habitually. When we regret that past acceptance of his works did not attract students'interest we are also afraid that this acceptance cannot provide them confidence at present and in the future. Therefore, we must strength and inherit the original Lu Xun Literature and maintain its position as well as its influence. Make Chinese class back to Chinese itself, arouse people's expectation toward unknowable world, and meet the purpose of"making a man". It is also a practical and meaningful work.However, the political culture in different periods affects the anthology a lot. There are some relationships between them: when the social political economy and culture system are relatively stable the anthology will also keep stable, even if there is adjustment they must be a simple one; when there are great transformations and economy develops far behind there will be more adjustments, changes even deletion and revision. Therefore, Lu Xun's works in Chinese books of middle schools become a barometer of the times. The anthology changes as soon as social model changes. No matter before the establishment of the PRC or after it, therefore, the anthology of Lu Xun's works is still a narrator and an expresser of politics, economy, ideology and culture at that time. It connects with the social development with the meaning of"coordination"and"identical constitution". It shows that, on one hand, his works are really complex, and on the other, his thinking is made toward future.There are altogether five chapters. The first chapter illustrates how Lu Xun's literary works enter into the middle school textbooks, how the literary world and the educational world accept and explain Lu Xun's literary works, and how the politic culture and psychological construction of the compilers influence the selection of Lu Xun's works for middle schools. Through the classification of materials of Lu Xun's works for middle schools in the Republic of China, obviously we can see that most compilations of Lu Xun's works for middle schools in the Republic of China concentrate on his novels and prose, junior middle schools have more passages than senior middle schools do, one main feature of the compilations for textbooks is subjective prejudice. However, for the quantities of the compilations, Lu Xun's works are not as good as Zhou Zuoren's and Hu Shi's. The selection is only a part of a piece of literary work without any explanation below the passage. The exercises after class did not appear until the end of the Republic of China, in the library of Beijing Normal University we could only find five teaching guidance materials, which mainly emphasize on the literary narration. However, quite differently from this, there are obviously more essays in middle school Chinese textbooks in liberation area after 1940s, and in the process of selecting the materials we could perceive some kind of Mao Zedong's ideas, which remind people of signals'control for human beings in a natural way. Although the middle school Chinese textbooks in liberation area are careless creative, they provide examples for middle school Chinese textbooks construction after the founding of state. Upon the acceptance and illustration of Lu Xun's works for middle schools, Mao's Lu Xun theory surpasses all the previous Lu Xun's theories and improves the Chinese nation's realization of Lu Xun.The second chapter emphasizes on the reselection of Lu Xun's literary works during the seventeen years after the founding of state. The number of essays gets much bigger than before the liberation. Compared with Lu Xun's other works, essays have a more serious influence on Chinese people's spiritual life, most of Lu Xun's famous words come from his essays. However, the compilations emphasize on politics and concentrate mainly on class struggle with a profound political cultural background. The compilations obviously can not become models for middle school Chinese teaching materials. The textbooks and compilers have serious political inclination for understanding Lu Xun's literary works thus to some extent envolopping the true meaning of Lu Xun's works. It is embodied in the following aspects: after the founding of the state, all news media, artistic production and theoretical analysis and discussion hold the absolute attitude to criticize or praise. Think about it, if the society only has one idea or one voice people's rigid thought would become ignorant and backward, at the same time losing the value of human being. This is the definite result caused by long-time thought restrain.The third chapter mainly analyzes the compilations of Lu Xun's literary works in the culture reform period. During that period the middle school Chinese textbooks are controlled by Four People, People Education Press does not publish national united textbooks. This chapter mainly takes the textbooks published by Beijing and Jilin province as cores to know clearly the national acceptance of Lu Xun's literary works in middle schools. Beijing is the political and cultural core of the whole nation, in order to match with the wrong history process in the culture reform period and class struggle, middle school Chinese textbooks become the tools for seizing political power, Lu Xun is the largest puppet. At the beginning of the culture reform, Lu Xun's articles had been swept away from Chinese classes in middle schools for Lu Xun's literary thought did not match with the struggle circumstance at that time. Two years later, the complications increase, and the complications of essays step on the top of Lu Xun's articles selected in the Chinese textbooks history. During the culture reform period, the illustrators of Lu Xun's works for teaching textbooks hold a serious political and vulgar attitude to distort or deform Lu Xun's articles. The main reason for this lies in the influence from politics thus the meaning being totally deviate from Lu Xun's thought itself to make Lu Xun a political puppet, an absolute tool. However, we feel relieved to see that Mr. Li Helin published a book during that period which called a lot of attention in literary world. This book plays an important role in spreading Lu Xun's works and culture. With its strong practicality this book helps people to go into a new page in acceptance of Lu Xun's literary works.The fourth chapter illustrates the complications from 1978 to 2000 are relieved from"politics upon everything". This directly concerns about the initiate from the literary world, of course the social transformation is the critical element. The number of complications still increases, reaching the top of Lu Xun's articles in Chinese textbooks for middle schools. During the process different types of literature may be maintained the same rate as before, deleting some inappropriate essays as well, because these essays are used by Four People with a complicated meaning and they are not in need for political culture. We could see a good situation for compiling textbooks for middle schools in the new period: various types and materials, clear emphasis for studying. However, the compilers in the new period do not completely release from the political and cultural context of the culture reform, the materials are still deeply engraved with culture reform. The ideology expressed by Lu Xun's articles for middle schools seriously blocks the inherence of Lu Xun's literature, reavealing that the teaching systems for Lu Xun's literature become very rigid and stiff. The acceptance and illustration for Lu Xun's literary works has encountered a great change. The postmodernism eliminates all authorities, including Lu Xun.The fifth chapter discusses those great breakthroughs of Lu Xun's anthology in the middle schools Lu Xun's in the new era (after the year of 2000). Facing the multi=culture, the teaching textbooks deleted his articles for arguments, especially those essays in the period of combating with old scholars. In contrast, the articles of Lu Xun's"enemies"appeared in it, including the works of Hu Shi, Xu Zhimo, Liang Qiushi and so on. Some of these works even in the same union with Lu Xun's works. This selecting way makes me think of"people in the May Fourth Movement". Lu Xun's anthology in the new edition (the 8th edition of People Education Press) became more scientific and theoretical because of those great scholars'participation and guild, such as Yuan Xingpei, Feng Qiyong, Qian Liqun, Lin Fei, Xie Mian and so on. There are less essays and more novels and prose. They emphasis on fostering students'humanities nature and cultivating their cultural foundation in order to arouse their independent spirit. Since the contemporary political culture has been in the stage of harmonious development which needs rethink the human nature ,"take man as the substance"become the mainstream of contemporary political culture development.The Conclusion concludes the modern meaning of Lu Xun Literature and his ideology. Since the market economy system developed comprehensively, social conditions changed to be better, compulsory education operated effectively, and scientific knowledge became popularized, Lu Xun works teaching tends to be more and more humanity and specialization. However, as the market economy develops more and more deeply, the competition becomes sharper and sharper. Some schools pursue the proportion of students entering higher school unilaterally in order to get the maximum benefits. It makes the students become a machine of exams. They neglect the comprehensive education as emphasizing intelligence development. If we cannot change this utilitarian education intent we will never meet the"people's modern nature". The comprehensive development of students will be blocked wither. The meaning of learning Lu Xun Literature and his ideology is to improve people's thoughts of comprehensive development. Therefore, it is necessary to provide enlightenment education to the students, beginning with basic education. We should advocate humanism and insist human-centered thinking. At the same time, we should elaborate the creative spirit and critic spirit. There are full of handicaps in developing enlightenment education because there are restraints of social political ideology, limitation of authority in the class and confinement of the teachers. Nevertheless, there is hope because of market economy, initiation of political civilization and Chinese teaching reform. It is hard to relocate Lu Xun's articles into historical culture context at his time, and at the same time, rehabilitate the real meaning of his works. Therefore, the meaning of his works that different people explain is different due to the variable times and historical culture contexts.
|
PDF Full Text Request