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学术不等同于思想。学术而无思想,或思想而非学术,是经常的事。在当下语境中,不仅治学的方法论较往昔有极大演移,而且连学术研究的自身价值判辨也出现了不小的分歧。尽管如此,仍有一批学人坚守那份清苦与神圣,以或传统或现代的方式维持着思想命脉的延续。美国哈佛大学博士、中国社科院外文所常务副所长赵一凡研究员即是这维持者中的执著一员。这位学养深厚、成果颇丰、且正主持着国家“九五”社科重点项目“欧美文论思潮”的中年学者,有着同龄人相似的经历:上山下乡、恢复高考、珍视所得、忠于理想,而80年代作为我国首批公派生赴一流名校哈佛攻读博士学位的经历,又使他习惯于站在一个宏观的角度去思考知识分子的定位问题。1998年5、6月间,赵一凡研究员应邀来穗,担任暨南大学文艺学博士论文答辩委员,并被聘为该校兼职教授;答辩间隙,赵先生又同中文系博士、硕士生座谈学术研究方法论问题。他以自己的切身经历并结合本世纪学术史上的诸多实例,向到场年轻人传授了三条治学门径。
Academic is not the same as thought. It is not uncommon to learn without thought or thought rather than with scholarship. In the present context, not only the methodology of scholarship has greatly evolved compared with the past, but there are also many differences in their own value judgment of academic research. In spite of this, a group of scholars still hold to the continuation of the bitterness and sacredness and maintain the lifeline of ideas in a traditional or modern way. Dr. Harvard University, Dr. Zhao Yifan, executive vice president of the Chinese Academy of Social Sciences Institute of Foreign Languages is a member of this perseverance. The middle-aged scholar who has profound academic accomplishments and achieved fruitful results and is in charge of the thought of “European and American literary theory” of the key Ninth Five-Year Social Science Project has similar experiences with his peers: going to the mountains and going back to the countryside, resuming college entrance examination, Loyal to the ideal. In the 1980s, as the first public official in our country who went to Harvard to study for a doctorate, he used to stand in a macro perspective to think about the positioning of intellectuals. In May and June of 1998, researcher Zhao Yifan was invited to serve as a member of the Jinan University literature and art doctoral dissertation, and was hired as part-time professor of the school. In the defense space, Mr. Zhao and the Chinese Department of doctoral or master’s seminar on academic research methodology problem. With his personal experience and combining with many instances in the academic history of this century, he taught three young scholars of the path to study.