构造的世界，多元的理论——兼谈当代文艺理论教材、教学的民主化与民族性问题

摘要

＂Cognition＂ is a process by which human beings use symbols to logically construct a world; literary theory is the result of human being＇s theoretical reflections on literature. The textbooks of ＂Literary Theory＂ in our country can be rough- ly divided into two kinds one is ＂Generalities of Literature＂ suited to teaching, and the other is ＂A Selection of Classic Literary Theories＂. There is a relationship of spatial and temporal inter-construction between ＂Generalities of Literature＂ and ＂A Selection of Classical Literary Theories＂. The different ways in which we perceive the world make for different results of cognition and therefore a pluralist cognition of the world. This relationship of inter-construction brings us to a realization that in the context of globalization, when teaching and compiling textbooks of contemporary literary theory, each nation should tap its own theoretical resources and advocate a plurality and a democratization of teaching and textbooks.%人类的认识活动是人类使用符号对世界进行逻辑构造的过程。“文学理论”是人类对文学进行理论思考的构造的结果。“文学理论”教材在我国大致可以分为两种，一种是适合教学的“文学概论”，另一种是“文学理论经典原著选编或汇编”。在“概论”和“文论汇编”之间存在时间与空间上的相互构造关系。我们对世界认知方式的不同造成了认知结果的不同，于是造就了多元的认知世界。这种构造性的关系带给我们更具针对性的启示在于，在全球化的背景下，当代文艺理论教学与教材编写过程中应该更加充分挖掘各民族自身的理论资源，充分倡导多元化、民主化的教材与教学。