《簡(jiǎn)?愛(ài)》：精神追求抑或權(quán)力算計(jì)

孫勝忠

關(guān)鍵詞： 《簡(jiǎn)·愛(ài)》；精神追求；權(quán)力算計(jì)；成長(zhǎng)小說(shuō)；社會(huì)實(shí)用主義自我教育

摘要： 一般認(rèn)為簡(jiǎn)·愛(ài)是一個(gè)自由與平等的精神追求者。筆者以為由于地位懸殊，簡(jiǎn)與羅切斯特之間一直處于一種征服與反征服的狀態(tài)之中；她從桑菲爾德府出走似乎是為了逃離父權(quán)統(tǒng)治，尋求精神上的獨(dú)立，但更是她迫于法律和社會(huì)習(xí)俗壓力的無(wú)奈之舉，從因果關(guān)系來(lái)看，或許這是她以退為進(jìn)的一種策略；她最終實(shí)現(xiàn)社會(huì)地位的逆轉(zhuǎn)，成為女主人，與她的個(gè)人奮斗不無(wú)關(guān)系，但主要還是得益于其叔叔的遺贈(zèng)，即經(jīng)濟(jì)狀況是她社會(huì)地位提升的決定性因素。因此，與其說(shuō)簡(jiǎn)是一個(gè)自由與平等的精神追求者，不如說(shuō)她是一個(gè)對(duì)社會(huì)下層和權(quán)威態(tài)度曖昧不明，通過(guò)權(quán)力算計(jì)和外來(lái)經(jīng)濟(jì)援助獲得成功的女性。基于對(duì)當(dāng)時(shí)社會(huì)、歷史和文化語(yǔ)境的考察，《簡(jiǎn)·愛(ài)》可看作一部反映19世紀(jì)中葉社會(huì)實(shí)用主義自我教育觀的成長(zhǎng)小說(shuō)。

中圖分類號(hào)： I 106

文獻(xiàn)標(biāo)志碼： A

文章編號(hào)： 10012435（2017）04050809

Key words： Jane Eyre； spiritual pursuit； power struggle； Bildungsroman； socially pragmatic Bildung

Abstract： The heroine in Jane Eyre is generally interpreted as a spiritual seeker after freedom and equality. Based on close reading of the text， this paper points out： because of great disparity of social status， Jane and Rochester have been in the state of mutual subjugation； Janes departure from Thornfield is a reluctant action under the pressure of laws and social conventions， or rather her strategy of retreating in order to advance， rather than her active flight from patriarchal mastery， nor her spiritual pursuit of independence； the final reversal of her social status by becoming a matriarch profits from her uncles bequest， namely， her rise to power is determined by her current economic position， rather than because of her personal strivings. Therefore， Jane is not a purely spiritual seeker after freedom and equality， her success is achieved by means of power struggle and external financial assistance， and her attitudes toward lower class and authority are ambiguous. Further exploration of social， historical and cultural context of that time indicates that Jane Eyre is a typical Bildungsroman which reflects socially pragmatic Bildung in the midnineteenth century.

如果說(shuō)卡萊爾的《舊衣新裁》“標(biāo)志著由浪漫主義時(shí)期向維多利亞時(shí)期的過(guò)渡”，[1]vii那么，勃朗特姐妹就屬于這一過(guò)渡時(shí)期的“過(guò)渡性人物”，因?yàn)樗齻円宰骷疑矸莩霈F(xiàn)在人們視野中的時(shí)候正值19世紀(jì)之交“偉大的浪漫主義時(shí)代”行將結(jié)束與英國(guó)工業(yè)資本主義即將開(kāi)始之際，處于浪漫主義和革命的年代與危機(jī)重重的工業(yè)社會(huì)這種新的社會(huì)形態(tài)誕生相互重疊的時(shí)代。[2]xi這種矛盾交織的時(shí)代背景和錯(cuò)綜復(fù)雜的社會(huì)形態(tài)與她們的社會(huì)地位、家庭環(huán)境和教育背景的結(jié)合在一定程度上造就了她們的多面人格。……