人性化教育还是克隆人养殖——《别让我走》中海尔森教育体制失败原因解析
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摘要
石黑一雄小说《别让我走》中的克隆人培育机构海尔森是叙述者的回忆焦点,也是评论者分析的热点。小说中机构负责人解释了海尔森的关闭原因——受到大众关注与反对,但这并非其失败的根本原因。本文认为海尔森披着"人性化"的外衣,却以"非人道"的方式对待学生;将学生的灵魂与肉体二元对立,使其思维意识的发展囿于待宰割的身体,冷漠地在学生中造成对不存在的未来无望的期待和困惑。文章揭示出"人性化"的教育目的和"非人道"的操控手段之间、培养克隆人的灵魂与提供器官移植的供体之间的悖论性,才是其失败的真正原因。
Haisham,a human clone-raising institute,in Kazuo Ishiguro's novel Never Let Me Go permeates through Kathy the narrator's nostalgic memories.It has aroused debates among researchers mainly about why clones don't escape.The reason why Haisham closed given by the school head-the exposure of human clone-raising-is generally accepted as the explanation about its failure.This paper,however,discovers the unsolvable contradictions:its humanizing education goals cannot be achieved by its alienation of the students;its soul shaping program is trapped in the clones' physical function-organ transplant.The full preparation through Haisham education,naturally leading to a future,attracts much emotional investment from the clones,which results in deep confusion and misery.Therefore,the paradoxes-humanizing education and inhuman manipulation,soul shaping and clone farming-are the real reason for its failure.
Haisham,a human clone-raising institute,in Kazuo Ishiguro's novel Never Let Me Go permeates through Kathy the narrator's nostalgic memories.It has aroused debates among researchers mainly about why clones don't escape.The reason why Haisham closed given by the school head-the exposure of human clone-raising-is generally accepted as the explanation about its failure.This paper,however,discovers the unsolvable contradictions:its humanizing education goals cannot be achieved by its alienation of the students;its soul shaping program is trapped in the clones' physical function-organ transplant.The full preparation through Haisham education,naturally leading to a future,attracts much emotional investment from the clones,which results in deep confusion and misery.Therefore,the paradoxes-humanizing education and inhuman manipulation,soul shaping and clone farming-are the real reason for its failure.
引文
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[2]杜明业.《别让我走》的文学伦理学解读[J].外国文学研究,2014(3):60-67.
[3]浦立昕.驯服的身体,臣服的主题——评《千万别丢下我》[J].当代外国文学,2011(1):108-115.
[4]方幸福.被过滤的克隆人——《千万别丢下我》人物性格及命运解析[J].外国文学研究,2014(2):104-111.
[5]石黑一雄.别让我走[M].张淑贞,译.台北:商州出版社,2016.
[6]赵显通.再谈教育目的——约翰·怀特教授访谈录[J].高等教育研究,2016,37(2):1-5.
[7]孙绵涛.教育现象的基本范畴研究[J].教育研究,2014(9):4-15.
[8] Snaza,Nathan.The Failure of Humanizing Education in Kazuo Ishiguro's Never Let Me Go[J].Lit:Literature Interpretation Theory,2015,26(3):215-234.
[9] Levy,Titus.Human Rights Storytelling and Trauma Narrative in Kazuo Ishiguro's Never Let Me Go[J].Journal of Human Rights,2011,10(1):1-16.
[10] Nietzsche,Friedrich.Philosophy and Truth:Selections from Nietzsche's Notebooks of the early1870s.[M].Ed.and trans.Daniel Breazeale,Atlantic Highlands,NJ:Humanities Press,1979.
[11]汪民安.福柯的界线[M].北京:中国社会科学出版社,2002.
[12]黄裕生.时间与永恒:论海德格尔哲学中的时间问题[M].北京:社会科学文献出版社,2002.
[13]朱长超.试论意识起源的动力[J].哲学研究,1983(6):1-9.
[14] Bowyer,Lynne.Autonomy and Why You Can“Never Let Me Go”[J].Bioethical Inquiry,2014(11):139-149.
[15]叔本华.叔本华说欲望与幸福[M].高适,编译.武汉:华中科技大学出版社,2012.
[16] Suter,Rebecca.Untold and Unlived Lives in Kazuo Ishiguro's Never Let Me Go:A Response to Burkhard Niederhoff[J].Connotations,2011/2012,21(2-3):397-406.
[17]康德.论教育学[M].赵鹏,译.上海:上海世纪出版集团,2005.