感人肺腑情真意切--《祭十二郎文》与《祭妹文》之比较

《祭十二郎文》是古文“唐宋八大家”之首——韩愈的呕血之作。明代茅坤评价该文为“祭文中千年绝调”。苏轼更是推崇至极：“读韩退之《祭十二郎文》而不堕泪者,其人必不友。”《祭妹文》是袁枚表现兄妹之间深挚情感的一篇祭文,也是我国文学史上哀祭散文的珍品,近代评论家将此文与韩愈《祭十二郎文》、欧阳修《泷冈阡表》称为鼎足之三。这两篇文章在选材、表现手法、语言、感情等方面都有着相通的地方。     

有吞声呜咽之态 无夸饰艳丽之辞——析《祭妹文》的艺术特色

《祭妹文》作为中国古代文学史中哀祭散文的代表作品之一,突破了传统祭文的格式、内容与形式,以多维度、跨时空视角叙述了作者与妹妹的相处经历,传达出对早逝妹妹的哀思与怀念。结合作者生平了解创作背景,可以发现,《祭妹文》从叙述三妹死因、回忆兄妹往事、书写三妹死状三个方面进行了文章叙事顺序、叙述内容、情感内涵的表达,其为研究袁枚创作特征、创作理论等方面提供了重要参考。     

经典祭文阅读札记

一古文论者将袁枚的《祭妹文》和韩愈的《祭十二郎文》并提,王文濡《清文评注读本》说:“韩昌黎的《祭十二郎文》,欧阳修《泷冈阡表》皆古今有数文字,得此(指《祭妹文》)乃鼎足而立。”在祭奠类文章中,这三篇不愧是经典之作,千古绝调。不过,这三篇并不都是祭文,其中,欧阳修的《泷冈阡表》在《古文辞类纂》中被姚鼐列在碑志类。其实说到祭文,自然让我们想到哀祭类的文章。哀祭类的文章不仅只是哀悼死者,也有祭告鬼神的。常见的哀祭类文章有诔、哀辞、吊、祭文等。它们虽然有许多相同的地方,但不同之处也是显而易见的。“诔”是专门用来表彰死…     

悲歌当哭响穷唐宋 陨涕成文传彻古今——《祭十二郎文》、《祭石曼卿文》之比较

唐宋之际,祭文写得多而且好的,要数“唐宋八大家”,而尤以韩、欧两家为最。本文试将韩愈的《祭十二郎文》和欧阳修的《祭石曼卿文》作一番比照解读,旨在通过分析二者的异同,品赏二位大家的为文风格,探讨我国古代哀祭类文章的某些特质。先看两篇祭文的相同之处。一、典型规范的体式祭文,亦称哀祭文,一般在祭奠死者时宣读,属古代应用文的范畴,有一定的体式和结构。祭文的题目,须标明祭奠的对象,常用“祭××文”的形式,也有用“吊××文”(如祢衡的《吊张衡文》),或“××哀辞”(如方苞的《宣在人哀辞》)等形式的,不过较为少见。韩、欧的这两…     

“祭”“吊”明辨

“祭”和“吊”是指祭文和吊文两种文体,《文心雕龙》中刘勰将祭和吊分节论述,实将二者定义为不同类别的文体。《文选》也将吊文和祭文独自列成两类。但后世诸多类书大都没有继承这一点,大多在哀祭类下只有祭文一类,或将吊文归于祭文门下。将吊文归于祭文似乎有利于分门别类,实际上却割裂了这两种文体的差异性。试通过对祭文和吊文的来源、功用、语言、格式规范等的考察,参考具体文本辨析二者的区别,以明确两种文体的不同。     

从姚鼐《古文辞类纂》“哀祭类”收录楚辞看古代文章的分类

在骈散两分的潜在意识下,姚鼐《古文辞类篹》将"古文辞"分为十三类,每类中又包含各类不同的文体。这反映了古代文章体类中的三级分类法。即按照礼义功能或者应用范围划分的第三级文体体系,如赋颂箴铭、诏诰表启等,虽具体实用但过于繁杂;对相近或相似功能与文章特征加以合并归类的第二级文类体系,如辞赋类、哀祭类等,虽删繁就简但界限不明,各类之间存在交叉;根据语言表达方式而骈散两分的第一级文类体系,如骈文与古文(散体),简单明了但又过于泛化。这种分类法对以后的古文与骈文选本分类影响甚大。但在第二级分类中,不同类别容易交叉,如"哀祭类"与"辞赋类"就是。"哀祭类"收录了以祭祀为主要内容的辞赋类文章。反之,如果哀祭文在语言形式上主要使用骚体句式,就可归为楚辞体。这反映了古代文体属性的流动性和灵活性,而这正是中国古代文体的重要特点。     

《国故论衡·正赍送》考述——兼论章太炎的丧葬观及哀祭文体思想

章太炎的丧葬观及哀祭文体思想主要体现在<国故论衡·正赍送>中,其哀祭文创作也有所涉及.<国故论衡·正赍送>批评了时人"于情为失衷,于事为失顺"的丧葬行为,认为丧葬要以朴质从简为宜,"慎终追远,贵其朴质者也."而哀祭文体创作要"文敞者宜返质,谓当刊剟殊名,言从其本".章太炎的哀祭文创作在形式与内容上大都体现了其循名责实,...     

哀祭文的文体特点及在骈文和古文中表现之异同

哀祭文是指悼念死者或祭祀鬼神的文字。哀辞以悼童殇,吊文以慰亲属,诔文以彰德行,祭文用于典祀。本文试图通过对这一文体历史流变的述考,从文体学的角度结合具体文本认为其文体特点是:叙述事实纯正真实;运用文辞简洁核要;抒写感情哀伤缠绵。骈文哀祭文和古文哀祭文相同之处在于抒情性和实用性。不同之处表现在:1、渊源关系不同。2、语言形式不同。3、文体风格不同。4、对后世文风影响不同。     

先唐哀诔之明辨

哀祭文学作为中国古典文学的一个枝繁叶茂的支流,从内容上讲,是人们宣泻悲情的突破口之一。但各哀祭文体模式多样,要求不同,存在着一定的差异。哀辞和诔文是先唐哀祭文的主要表现形式,在文体表现方面二者也存在一定的差异。这种差异性不秒体现在二者的文字内涵、内容对象、体制、形式,更体现在内部特征及其创作的标准范式上。     

《祭十二郎文》课堂实录

教师：亲情是人世间最为珍贵的情感，它能够跨越时间、空间的阻隔，甚至可以进行生者与死者的对话。韩愈的《祭十二郎文》被誉为“祭文中千年绝调”，下面让我们再一次走进文章，解读这千古哀情。     

Genotypic and environmental variation in cadmium, chromium, arsenic, nickel, and lead concentrations in rice grains

Genotypic and environmental variation in Cd, Cr, As, Ni and Pb concentrations of grains, and the relationships between these heavy metals and Fe, Zn were investigated using 9 rice genotypes grown in 6 locations for two successive years. Significant genotypic variation was detected in the five heavy metal concentrations in grains, indicating the possibility to reduce the concentration of these heavy metals in grains through breeding approach. The environmental effect varied with metal, with Pb and Ni having greater variation than the other three metals. There was significant genotype-environment （location） interaction of the concentrations of all five heavy metals in grains, suggesting the importance of cultivar choice in producing rice with low heavy metal concentrations in grains for a given location. Correlation analysis showed that Cd and As, Cr and Ni, and As and Pb concentrations in rice grains were closely associated, and that Ni concentration in grains was negatively correlated with Zn concentration.     

Metacognition and Self-Regulation in James,Piaget, and Vygotsky

This article investigates the intertwined constructs of metacognition and self-regulation as they emerge in the works and theories of James, Piaget, and Vygotsky. To coordinate this exploration, we use an interpretive framework based on the relation of subject and object. In this framework, James’s perspective on metacognition and self-regulation is aligned with the Self, Piaget’s with the other and object, and Vygotsky’s with the medium or agency of language. We explore how metacognition and self-regulation function within the realm of human behavior and development as described in the works of each of these theorists. Key questions or issues that emerge for current research are outlined, and the limitations and benefits of each theorist’s perspective vis-à-vis metacognition and self-regulation are discussed.     

Knowledge, Concepts, and Inferences in Childhood

The role of knowledge in children's inferences was investigated in 3 experiments. Experiment 1 examined developmental changes in the role of categorical membership, perceptual appearance, and item complexity in inferences for natural kind and artifact concepts. Preschoolers (5-year-olds), second graders (8-year-olds), and fourth graders (10-year-olds) were taught novel properties about target concepts and asked whether each of 4 probes had those properties. Probes varied in category membership and perceptual appearance relative to the target item. Item complexity also varied. Experiments 2 and 3 examined inferences with known and unknown concepts for familiar and unfamiliar properties. Older children's knowledge led to differential weighting of categorical information over appearance but only for known concepts and/or familiar properties. Preschoolers made no distinction between category and appearance for either known or unknown concepts. Additionally, as target item complexity increased, older children made more inferences than preschoolers. No differences between inferences about natural kind and artifact concepts were found. The role of theories and knowledge in children's drawing of inferences is discussed.     

Risk,Safety, and Choice in Childbirth

In this column, the author explores current understandings of risk and safety in pregnancy and childbirth. An emphasis on risk management places the provider and hospital in control of women’s decisions related to pregnancy and birth and may make pregnancy and birth less safe for mothers and babies. Accepting that no life is risk free, women can let go of fear and make choices that take into account real, not imagined, or exaggerated risk and, in doing so, increase safety for themselves and their babies. The focus of maternity care becomes enhancing safety through evidence-based practice rather than managing risk.     

Evil,virtue, and education in Kant

Abstract

For Kant, we cannot understand how to approach moral education without confronting the radical evil of humanity. But if we start out, as Kant thinks we do, from a morally corrupt state, how can we make moral progress? In response, I explore in this paper Kant’s gradualist and revolutionary accounts of moral progress. These differing accounts of progress raise two key questions in the literature: are these accounts compatible and which type of progress comes first? Against other views in the literature, I argue that gradual progress through a change of mores must come first and can gradually lead toward, as its ideal endpoint, a revolution in our disposition (or a change of heart) and the overthrowing of our radical evil. This has important implications for moral pedagogy.