{"title":"\"我们经历了一个怎样的故事?魔戒》和《哈利-波特》系列中的情节设计和模范人物","authors":"Alison Milbank","doi":"10.1111/edth.12601","DOIUrl":null,"url":null,"abstract":"<p>Linda Zagzebski's theory of moral exemplarity emphasizes the importance of admiration in developing ethical behavior. This essay argues that admiration involves wonder and distance and is best evoked by mixed or flawed characters; it demonstrates this through discussion of the characters in J. R. R. Tolkien's <i>The Lord of the Rings</i> and J. K. Rowling's Harry Potter series. Using Paul Ricoeur's taxonomy of prefiguration, configuration, and refiguration in narrative work, it discerns a self-reflexivity in the protagonists of these fantasy novels, which is echoed by that of the readers, who are brought to realize their own emplotment in larger narratives. Features in Tolkien and Rowling that aid this exploratory reading include the length and depth of the novels, the decentering of the reader's own reality, and their open endings, which offer an invitational role to further interpretation. Virtue is viewed more teleologically than in Zagzebski, for moral realism is woven into the metaphysics of these novels, which allows mimesis of flawed characters to be ethically productive.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":null,"pages":null},"PeriodicalIF":1.0000,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12601","citationCount":"0","resultStr":"{\"title\":\"“What a tale we have been in”: Emplotment and the Exemplar Characters in The Lord of the Rings and the Harry Potter Series\",\"authors\":\"Alison Milbank\",\"doi\":\"10.1111/edth.12601\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Linda Zagzebski's theory of moral exemplarity emphasizes the importance of admiration in developing ethical behavior. This essay argues that admiration involves wonder and distance and is best evoked by mixed or flawed characters; it demonstrates this through discussion of the characters in J. R. R. Tolkien's <i>The Lord of the Rings</i> and J. K. Rowling's Harry Potter series. Using Paul Ricoeur's taxonomy of prefiguration, configuration, and refiguration in narrative work, it discerns a self-reflexivity in the protagonists of these fantasy novels, which is echoed by that of the readers, who are brought to realize their own emplotment in larger narratives. Features in Tolkien and Rowling that aid this exploratory reading include the length and depth of the novels, the decentering of the reader's own reality, and their open endings, which offer an invitational role to further interpretation. Virtue is viewed more teleologically than in Zagzebski, for moral realism is woven into the metaphysics of these novels, which allows mimesis of flawed characters to be ethically productive.</p>\",\"PeriodicalId\":47134,\"journal\":{\"name\":\"EDUCATIONAL THEORY\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.0000,\"publicationDate\":\"2023-12-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12601\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"EDUCATIONAL THEORY\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/edth.12601\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"EDUCATIONAL THEORY","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/edth.12601","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
摘要
琳达-扎格泽布斯基(Linda Zagzebski)的道德楷模理论强调了钦佩对于培养道德行为的重要性。这篇文章认为,钦佩包含惊奇和距离感,混杂或有缺陷的人物最能唤起钦佩;文章通过讨论 J. R. R. 托尔金的《魔戒》和 J. K. 罗琳的《哈利-波特》系列中的人物来证明这一点。该书采用保罗-呂科爾(Paul Ricoeur)关于叙事作品中的预构、构型和重构的分类法,分析了这些奇幻小说中主人公的自我反思性,读者的自我反思性也与之相呼应,他们在更大的叙事中意识到了自己的情节。托尔金和罗琳小说中有助于这种探索性阅读的特点包括:小说的篇幅和深度、读者自身现实的去中心化以及开放式的结尾,这些都为进一步的解读提供了一种邀请。与扎格泽布斯基相比,这些小说更多地从目的论的角度来看待美德,因为道德现实主义被编织进了这些小说的形而上学中,这使得对有缺陷的人物的模仿在伦理上具有生产力。
“What a tale we have been in”: Emplotment and the Exemplar Characters in The Lord of the Rings and the Harry Potter Series
Linda Zagzebski's theory of moral exemplarity emphasizes the importance of admiration in developing ethical behavior. This essay argues that admiration involves wonder and distance and is best evoked by mixed or flawed characters; it demonstrates this through discussion of the characters in J. R. R. Tolkien's The Lord of the Rings and J. K. Rowling's Harry Potter series. Using Paul Ricoeur's taxonomy of prefiguration, configuration, and refiguration in narrative work, it discerns a self-reflexivity in the protagonists of these fantasy novels, which is echoed by that of the readers, who are brought to realize their own emplotment in larger narratives. Features in Tolkien and Rowling that aid this exploratory reading include the length and depth of the novels, the decentering of the reader's own reality, and their open endings, which offer an invitational role to further interpretation. Virtue is viewed more teleologically than in Zagzebski, for moral realism is woven into the metaphysics of these novels, which allows mimesis of flawed characters to be ethically productive.
期刊介绍:
The general purposes of Educational Theory are to foster the continuing development of educational theory and to encourage wide and effective discussion of theoretical problems within the educational profession. In order to achieve these purposes, the journal is devoted to publishing scholarly articles and studies in the foundations of education, and in related disciplines outside the field of education, which contribute to the advancement of educational theory. It is the policy of the sponsoring organizations to maintain the journal as an open channel of communication and as an open forum for discussion.