《十七至十八世纪早期俄国文学中的巴洛克风格类型学研究》

M. Levitt
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引用次数: 0

摘要

维克多·日沃夫(Viktor Zhivov) 2007年的文章首次被翻译成英文,试图描述俄罗斯巴洛克风格的具体性质。日沃夫认为,俄罗斯巴洛克文化是通过移植产生的,而不是有机文化发展的结果。由于他们的主要差异,西方巴洛克语言和传统俄罗斯文化在许多方面表现出两极对立。因此,即使是最微不足道的元素的移植也会导致其彻底的转变,突出了接受过程的特殊性。本文概述了控制这一过程的原则。它认为,是巴洛克风格的外部特征被借用了,而其更深层次的多义性取向,这在西方定义了巴洛克的世界观,并没有被借用。西方文学的同化是折衷的,用说教主义的修辞取代了修辞上的矛盾。它采用了最容易与传统文化相结合的东西,同时拒绝了更以内容为导向的特征和欧洲巴洛克特有的特征。如果说西欧的巴洛克风格给读者出了谜题,那么在俄罗斯,“欧洲”风格的作家则通过提供解决方案来帮助读者。巴洛克在俄罗斯主要是一种受西方影响的现象,因此其独特性在整体形成新的文化范式的过程中居于次要地位。“巴洛克”元素获得了全新的教学功能,成为被引入的新意识形态的载体。巴洛克成为权力的仆人,其目的是对社会进行政治再教育。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
"Toward a Typology of the Baroque in Russian Literature of the XVII—Early XVIII Centuries"
Viktor Zhivov’s 2007 article, here translated into English for the first time, attempts to describe the specific nature of the Baroque in Russia. According to Zhivov, Russian Baroque culture arose via transplantation and was not the result of organic cultural development. Because of their cardinal differences, the language of Western Baroque and that of traditional Russian culture represent polar opposites in many ways. Hence the transplantation of even the most insignificant element results in its radical transformation, highlighting the peculiarities of the process of reception.  The article outlines the principles that governed this process.  It argues that it was the external features of the Baroque style that were borrowed, while its deeper orientation on polysemy, which defined the Baroque worldview in the West, was not.  The assimilation of Western literature was eclectic and replaced rhetorical ambivalence with the rhetoric of didacticism. It took what could be synthesized with traditional culture most easily, at the same time as the more content-oriented features and those specific to European Baroque were rejected.  If in Western Europe the Baroque posed riddles for the reader, in Russia authors on the “European" trajectory assisted the reader by providing solutions.  The Baroque in Russia was primarily a phenomenon of Western influence, so that its unique features took second place in the process of forming a new cultural paradigm as a whole. “Baroque” elements acquired a completely new pedagogical function, becoming carriers of the new ideology that was being introduced.  The Baroque became a servitor of power, whose aim was the political reeducation of society.
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