《A Study of the Human Nature Independence in》由會(huì)員分享，可在線閱讀，更多相關(guān)《A Study of the Human Nature Independence in（6頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。
1、A Study of Existentialism in The Unbearable Lightness of BeingAbstractAbstractIn 1984,Milan Kundera(Milan Kundera,1929,April 1st)published The Unbearable Lightness of Being which is the most influential work in his life.The novel describes the Czech people to adapt to the life and all kinds of diffi
2、culties in interpersonal relationships in the period of reform movement of Prague Spring and the Prague Spring reform movement and during the occupied by the Soviet army with the style of chronicle.The book describes the time that the Soviet Union invaded the Czech Republic in 1968,the breath of dem
3、ocratic reforms turned out to be a wave of arbitrary violence,this book shows the selfish and ruthless,discusses the true meaning of love.The book has covered the love of men and women、friend and motherland.Under any desire,each person has the right of choice to various types love and take the respo
4、nsibility.The responsibility of life is a serious burden,while also is actually clearest solid,then extricated the burden,the human has been relaxed,but become meaningless.The most that this book discusses is the meaning of life.The life must have one kind of faith,cannot give it to the opportunity
5、and accidentally,even one kind of kitsch in the world.The article is based on the existentialism by Sartre.And what is human nature independent is that not only the freedom of body,but also the freedom of thought,each people is the leader of his own life.This thesis is composed of five parts.The int
6、roduction section briefly introduces Milan Kundera and the target novel The Unbearable Lightness of Nature and the purpose of this study.Chapter One briefly introduces the life of Theresa and Thomas to analyze the selfish of human nature.Chapter Two analyzes the confliction between common human natu
7、re and The Socialist to show that The Socialist contraries to human nature and justice Chapter Three discusses that Sabina come to the United States and feel the air and freedom finally.At last she achieves the human nature independent.To conclude,the article studies the human nature independent to
8、explore the true freedom of human being.Key Words:Milan Kundera,The Unbearable Lightness of Nature,Human Nature Independent摘要摘要米蘭昆德拉（Milan Kundera，1929年4月1日生）在1984年發(fā)表了生命中不能承受之輕 這一生中最具影響力的作品。小說(shuō)以編年史的風(fēng)格描述捷克人在“布拉格之春”改革運(yùn)動(dòng)期間及被蘇軍占領(lǐng)時(shí)期適應(yīng)生活和人際關(guān)系的種種困境。本書(shū)描述一九六八年蘇俄入侵捷克時(shí)期，民主改革的氣息演變成專橫壓榨之風(fēng)潮，本書(shū)剖示隱密的無(wú)情，探討愛(ài)的真諦，涵蓋了男女之
9、愛(ài)、朋友之愛(ài)、祖國(guó)之愛(ài)。在任何欲望之下，每個(gè)人對(duì)于各類型的愛(ài)情皆有自由抉擇的權(quán)利，自應(yīng)負(fù)起誠(chéng)懇執(zhí)著的義務(wù)。人生責(zé)任是一個(gè)沉重的負(fù)擔(dān)，卻也是最真切實(shí)在的，解脫了負(fù)擔(dān)，雖然人變得輕松了，但一切將變得毫無(wú)意義。本書(shū)探討更多的是人生的意義所在，人生是要有一種信念的，不能被交給機(jī)遇和偶然，甚至是一種媚俗。全文基于薩特的存在主義理論，認(rèn)為所謂人性自主不僅是身體的自由，更是思想的自由，每個(gè)人都是自己人生的領(lǐng)導(dǎo)者。共包括五個(gè)部分，引言部分介紹了米蘭昆德拉本人及其代表作生命力不能承受之輕，以及論文的寫作目的和意義等。第一章主要從特蕾莎和托馬斯命運(yùn)的沉淪剖析人性的自私。第二章主要通過(guò)普遍的人性與社會(huì)主義的沖突來(lái)說(shuō)
10、明社會(huì)主義的違背人性，違背天理。第三章主要分析薩比娜最終到了美國(guó)感受到了她喜歡的空氣和自由，實(shí)現(xiàn)了人性的自主。結(jié)論部分通過(guò)對(duì)該小說(shuō)人性自主的實(shí)現(xiàn)的研究，進(jìn)而對(duì)人類真正自由的探索。關(guān)鍵詞：關(guān)鍵詞：米蘭昆德拉；生命力不能承受之輕；人性自主的實(shí)現(xiàn)ContentsIntroductionA.Milan Kundera and His Novel The Unbearable Lightness of Nature B.Literature ReviewC.Brief Introduction to Human NatureChapter One The Life of Theresa and Thom
11、asA.The Selfish of Human Nature B.Persecution by The SocialistChapter Two ExistentialismA.The Birth of Existentialism B.Characteristics of ExistentialismC.Significance of ExistentialismChapter Three The conflict A.Transformation of Human Nature1.Value Acknowledgment 2.Selfish Resistance3.Common Huma
12、n Nature B.Human Nature of The Conflict1.Contrary to Human Nature2.Suppress personalityC.The Conflict between reality and dreams 1.Dream by Teresa 2.Destructive force of sex by ThomasChapter Three Freedom A.The Freedom felt by Sabina B.The Human Nature based on Existentialism C.The Human Nature Inde
13、pendentConclusionNotesBibliographyAcknowledgementsAcademic AchievementsLiterature ReviewHuman nature is the concept that there are covering a set of logical characteristics,including ways of thinking,feeling and acting,which all normal human beings have in common.Here I will deal with the philosophi
14、es of education that based on different views about nature of human and their influences on education policies.State of Nature is a term describes the natural condition of mankind and refers to philosophical assertions regarding the condition of humans before social factors are imposed,thus attempti
15、ng to describe the natural essence of human nature.In a broader sense,the state of nature is the condition before the social conditions comes into being influential.As social conditions come into being influential,the argument begins with a reflection on the nature of confidence in the relationship
16、between education and human nature.1.International StudiesThere is no agreement among scholars about the concept of human nature(Rousseau,1998),so there are different educational philosophies based on distinguished approaches to the state of nature.In a sense there is no such thing as the philosophy
17、 of education;there are only philosophies of education that can be classified in many different ways.The elementary question to be asked by all philosophers is,what is the nature and ultimate significance of the meant state of nature and how the answers influence education philosophies.As things dev
18、eloped in philosophy,three camps emerged:there were those who hold that at the state of nature human are inherently good;those who hold that at state of nature human are in war of all against all and those who hold that there is nothing fixed at state of nature.These tree different approaches to sta
19、te of nature have different impacts on educations policies.According to those who see human nature at state of nature good,like John Locke,al-Farabi,they accept students inherently good and capable of choosing good or evil.Therefore they try to prevent the nature of students from imposed or misleadi
20、ng ideas that may damage the nature of student.For that reason they limit role of teacher with data transferring and his position in class is to be as a sharer of knowledge and experiences.The empathy is fundamental characteristic of this type of education programs and during the education process,a
21、s no one wants to be controlled by others the educator must not try to control others also.Thus who attempts to get others into his absolute power,puts himself in a state of war(Locke,1982).Consequently state of nature philosophy requires absolutely free education environment.This philosophy of educ
22、ation agrees partly with liberal education programs.The basic philosophy of education that Rousseau advocates is rooted in the notion that human beings are good by nature.Rousseau claims that the goal of education should be to promote our natural tendencies.This is not to be confused with Rousseaus
23、praise of the pure state of nature.Rousseau is very clear that a return the state of nature once human beings have become civilized is not possible(Rousseau,1998).Therefore,we should not seek to be noble savages in the literal sense,with no language,no social ties,and an underdeveloped faculty of re
24、ason.Rather,Rousseau insist that someone who has been properly educated will be engaged in society,but relate to his or her fellow citizens in a natural way.Rousseaus philosophy of education,therefore,is not based on particular techniques that best ensure that the pupil will absorb information and c
25、oncepts.It is better understood as a way of ensuring that the pupils character be developed in such a way as to have a healthy sense of self-worth and morality.This will allow the pupil to be virtuous as well in the unnatural and imperfect society in which he lives(Kken,1996).In Fromm study of human
26、 nature,he ingeniously defines the essence of man as“a contradiction inherent in human existence”.Theoretically speaking,Fromm thinks that there is no predetermined good or evil at human birth but he is made so by the culture,economic and political environment he lives in.Man is born to grow spontan
27、eously and realize his potentiality.But if the spontaneous growing of life is checked and isolated,or overwhelmed with suspicion,loneliness and inability,he will naturally develop desire for destruction,power and subjugation.Man,aware of his acute smallness,loneliness,impotence and fright in the vas
28、t world,should naturally seek ways to relieve the tension felt inside.Thus mans development is an active self-molding dynamic process.To go an extra mile in his definition,he holds that the very conflict in man demands a solution.The answer may be for better or for worse,but even the worst answer is
29、 better than none.There is one condition that every answer must fulfill:“it must help man to overcome the sense of separateness and to gain sense of union,of oneness,of belonging.”In an insane society,the wishes to grow constructively are suppressed and weak people will choose to live in a new type
30、of slavish relationship such as slavish passivity,sadomasochism or aggressive love of death etc,and degenerates into utter evilness.2.Domestic StudiesYang Xia attempts to start from the existentialism to resolve the novel of The Unbearable Lightness of being.It is mainly from Heideggers consideratio
31、n on the relationship between art and truth,and Sartres thought-from the perspective of human existence and freedom to analyze,and further explains the tendency to existentialism in the novel.Long Hai Yun discusses The Unbearable Lightness of Being base on a psychological view.According to Freuds ps
32、ychoanalysis to analyze the Dream and Oedipus Complex in the novel,to summarize the novels Freudianism featuer.Zhang Helong argues from the socio-historical class struggle perspective that Thomas change from anger to madness is the inevitable result of composite social factors.He pays more attention
33、 to the suffocating social pressure on individuals.3.Comments on the Previous Studies Though a lot of critical studies have been written about Milan Kundera and his works,few scholars focus on the Existentialism in the novel The Unbearable Lightness of Being.The paper will discuss The Unbearable Lig
34、htness of Being by Milan Kundera based on the existentialism by Sartre.參考文獻(xiàn)Hume,D.(1978).A Treatise of Human Nature.Oxford:Oxford University Press.Kken,G.(1996).Felsefe Asndan Eitim.stanbul:Alfa Yaynlar.Locke,J.(1982).Secont Treatise of Goverment.USA:Harlan Davidson.Macquarie,J.(1973).Existentialism
35、.England:Penguin BooksPhilip Thody and Howard Read,Sartre for beginners,Beijing:Foreign Language Teaching and Research Press,2000.Jacqueline,Rose.The case of Peter Pate,or the Impossibility of childrens fiction.Philadelphia:University of Pennsylvania Press,1993.Stuart Hutchinson.The Americas Scene:E
36、ssays on Nineteenth 一 Century America Literature,New York:St.Martins Press,1991.Shelley Fisher Fishkin,From Facts to Fiction,New York Oxford:Oxford University Press,1988.Donald Pizer,American Realism and Naturalism,Shanghai:Shanghai Foreign Language Education Press,2000.海德格爾.存在與時(shí)間.北京:三聯(lián)書(shū)店,1999李公昭.20
37、世紀(jì)美國(guó)文學(xué)導(dǎo)論.西安:西安交通大學(xué)出版社,2000.米蘭昆德拉.不能承受的生命之輕.上海:上海譯文出版社,2006.朱立元.當(dāng)代西方文藝?yán)碚揗 .上海:華東師范大學(xué)出版社,2006米蘭昆德拉小說(shuō)的藝術(shù).北京:生活讀書(shū)新知三聯(lián)書(shū)店，1992米蘭昆德拉生命中不能承受之輕.上海:上海譯文出版社，2003饒瑋，易娜生命中不能承受之輕中人公薩賓娜分析.重慶教育學(xué)院學(xué)報(bào)，2006，19（5）:71-75趙靜.不能承受的生命之輕中“在路上”主題J.中外名作欣賞，2003，26（5）:42-43何宵燕.承載太多負(fù)荷的愛(ài)一一談米蘭昆德拉 生命中不能承受之輕 的切入點(diǎn).寧波服裝職業(yè)技術(shù)學(xué)院學(xué)報(bào)，2004,51（2):51-54尹璐.“存在”在生命中不能承受之輕.外國(guó)文學(xué)研究，2006，31（8）:87-89李亦奇.對(duì)生存的注視-淺談米蘭昆德拉不能承受的生命之輕.科技信息，2008,20(8):165-166徐新輝.夢(mèng)與牧歌-談米蘭昆德拉的小說(shuō).韶關(guān)學(xué)院學(xué)報(bào)，2003,16(5):25-27吳巍巍.論生命中不能承受之輕的對(duì)話性與內(nèi)結(jié)構(gòu).咸寧學(xué)院學(xué)報(bào)，2003，（23）4：54-57楊霞.從存在主義看不能承受的生命之輕.信陽(yáng)農(nóng)業(yè)高等?？茖W(xué)校學(xué)報(bào)，2009，19（3）：97-98.
A Study of the Human Nature Independence in
