当代外国文学
噹代外國文學
당대외국문학
Contemporary Foreign Literature
2014年
2期
85~92
,共null页
伊恩·麦克尤恩 伦理道德危机 不可靠叙述 伦理禁忌 空间叙事 互文性
伊恩·麥剋尤恩 倫理道德危機 不可靠敘述 倫理禁忌 空間敘事 互文性
이은·맥극우은 윤리도덕위궤 불가고서술 윤리금기 공간서사 호문성
Keywords: Ian McEwan, ethical and moral crises, unreliable narration, taboosubject, spatial narrative, intertextuality
本文从20世纪下半叶英国社会现实出发,对伊恩·麦克尤恩早期和中期作品的艺术风格进行文本分析,认为麦氏的这些作品均充分揭示了英国战后的伦理道德危机,但这两个时期的小说呈现出较大的分野.20世纪七八十年代的作品以伦理禁忌为主要话题,采用空间叙事手段,在“作者隐退”的策略下让读者惴惴不安;而九十年代以来的作品,转向政治、历史和战争等严肃题材,并利用精彩的故事情节、独特的伦理境遇,在不可靠叙述和互文性等叙事技巧的烘托下铸就了多部经典.文章进而认为这一华丽转变主要原因是麦克尤恩逐渐重视作者在叙事中的权威,不断利用“叙事干预”来挖掘小说的道德教诲功能.
本文從20世紀下半葉英國社會現實齣髮,對伊恩·麥剋尤恩早期和中期作品的藝術風格進行文本分析,認為麥氏的這些作品均充分揭示瞭英國戰後的倫理道德危機,但這兩箇時期的小說呈現齣較大的分野.20世紀七八十年代的作品以倫理禁忌為主要話題,採用空間敘事手段,在“作者隱退”的策略下讓讀者惴惴不安;而九十年代以來的作品,轉嚮政治、歷史和戰爭等嚴肅題材,併利用精綵的故事情節、獨特的倫理境遇,在不可靠敘述和互文性等敘事技巧的烘託下鑄就瞭多部經典.文章進而認為這一華麗轉變主要原因是麥剋尤恩逐漸重視作者在敘事中的權威,不斷利用“敘事榦預”來挖掘小說的道德教誨功能.
본문종20세기하반협영국사회현실출발,대이은·맥극우은조기화중기작품적예술풍격진행문본분석,인위맥씨적저사작품균충분게시료영국전후적윤리도덕위궤,단저량개시기적소설정현출교대적분야.20세기칠팔십년대적작품이윤리금기위주요화제,채용공간서사수단,재“작자은퇴”적책략하양독자췌췌불안;이구십년대이래적작품,전향정치、역사화전쟁등엄숙제재,병이용정채적고사정절、독특적윤리경우,재불가고서술화호문성등서사기교적홍탁하주취료다부경전.문장진이인위저일화려전변주요원인시맥극우은축점중시작자재서사중적권위,불단이용“서사간예”래알굴소설적도덕교회공능.
Based on post-Second World War social realities, Ian McEwan's fiction from the first few decades of his writing career represents various ethical and moral crises of twentieth-century Britain. Stylistically, however, his writings in the 1970s and early 1980s exhibit an indulgence in taboo subjects, the conscious use of spatial narrative techniques and detached narration, whereas his novels in the 1990s and after gradually turn to more serious subject matters, such as politics, history and war. These later works,especially Amsterdam and Atonement, with their fascinating storylines, unique ethical encounters, unreliable narration and intertextual references, have inaugurated him as one of the most influential writers in the contemporary English literary scene. This paper argues that McEwan's transformation as a writer is mainly informed by his recognition of the author's power as narrator and the power of narrative intervention as a strategy toward moral edification.