"永远不会结束,我永远不会离开":塞缪尔-贝克特《终局》和《脚步》中的护理表述。

IF 1.2 0 HUMANITIES, MULTIDISCIPLINARY Journal of Medical Humanities Pub Date : 2024-03-01 Epub Date: 2023-06-21 DOI:10.1007/s10912-023-09805-1
Hui Ling Michelle Chiang
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引用次数: 0

摘要

关于死亡在塞缪尔-贝克特作品中的不可重复性的研究在贝克特的学术研究中比比皆是,但很少有人关注这位艺术家在其戏剧中对临终关怀的表现。本文借鉴马丁-海德格尔的 "照料 "概念和阿尔伯特-加缪的 "荒诞 "思想,分析了《终局》(1957 年)和《脚步》(1976 年),探讨了贝克特以荒诞感为基调对 "照料 "的戏剧化表现。这两部戏剧的创作时间相差近 20 年,这凸显了一种认识的发展,即这种荒诞感从来不是关于照顾者对自己对被赡养者的义务的质疑,而是关于一个人如何选择将照顾作为一种荒诞的困境来应对。贝克特对护理工作的这种表述之所以贴切,就在于它深刻地阐明了一种复杂的体验,而这种体验往往被那些将受抚养的亲人置于自己之上的护理者所忽略。
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"It'll never end, I'll never go": Representation of Caregiving in Samuel Beckett's Endgame and Footfalls.

Research on the unrepresentability of death in Samuel Beckett's oeuvre abound in Beckett scholarship, but little attention has been given to the artist's representation of caregiving to the dying in his plays. With reference to Martin Heidegger's concept of care and Albert Camus's idea of the absurd, this article analyzes Endgame (1957) and Footfalls (1976) by attending to Beckett's dramatic representation of caregiving as undergirded by a sense of its absurdity. The almost 20-year gap between the writing of both plays highlights the development of an understanding that this sense of absurdity is never about the caregiver's questioning of one's obligation to the dependent but about how one chooses to respond to caregiving as an absurd predicament. The pertinence of such a representation of caregiving by Beckett lies in its poignant articulation of a complex experience that is often left unexpressed by caregivers who prioritize their dependent loved ones over themselves.

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来源期刊
Journal of Medical Humanities
Journal of Medical Humanities HUMANITIES, MULTIDISCIPLINARY-
CiteScore
1.90
自引率
11.10%
发文量
33
期刊介绍: Journal of Medical Humanities publishes original papers that reflect its enlarged focus on interdisciplinary inquiry in medicine and medical education. Such inquiry can emerge in the following ways: (1) from the medical humanities, which includes literature, history, philosophy, and bioethics as well as those areas of the social and behavioral sciences that have strong humanistic traditions; (2) from cultural studies, a multidisciplinary activity involving the humanities; women''s, African-American, and other critical studies; media studies and popular culture; and sociology and anthropology, which can be used to examine medical institutions, practice and education with a special focus on relations of power; and (3) from pedagogical perspectives that elucidate what and how knowledge is made and valued in medicine, how that knowledge is expressed and transmitted, and the ideological basis of medical education.
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