ماهی سیاه کوچولو و خوانندگان؛ از قرائتی منفعل تا گفت وگویی فعال (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
گفتمان نقد ادبی معطوف به خواننده و معناهای متکثر متون در میانه سده بیستم، مورد توجه منتقدان ادبی قرار گرفت. داستان «ماهی سیاه کوچولو» (1347) به دلایلی از جمله نوع متن، ساختار ویژه آن و گستره مخاطبان با تفسیر و تأویل های مختلف مواجه بوده است. در این پژوهش با روش توصیفی- تحلیلی و براساس رویکرد نظریه های معطوف به خواننده، چگونگی تعامل میان خواننده و متن و به تَبَع آن، آفرینش و تطور معنا به صورت درزمانی و همزمانی در سه بازه زمانی بررسی شد. نتایج نشان می دهد، واکنش خوانندگان به این اثر تا پیش از سال 1357، طبق پارادایم و افق انتظار مسلط، ذوقی، مبتنی بر ایدئولوژی و دارای رویکرد اجتماعی بود که در آن عمل قهرمان برجسته می شد، خوانش ها اطلاعات جویانه بود، گفت وگویی میان متن و خواننده شکل نمی گرفت و معنا بر متن تحمیل می شد. مطابق فضای گفتمانیِ پس از 1357 تا اواخر دهه 80، دریافت ها تلفیقی بود و براساس افق انتظار ادبی در حوزه روایت شناسی و ساختار داستان بسامد داشت. این خوانش ها در خوانش های پیشین عدم تعین ایجاد می کردند و خواننده در گفت وگوی نیمه فعال با متن به بر ساختن شکل جدیدی از آبژه متنی می پرداخت. در پارادایم مسلطِ اواخر دهه 80 تا پایان دهه 90، خوانش ها مبتنی بر نظریه و کارکردمحور بودند. رویکرد نشانه شناسی، بالاترین بسامد را در میان سایر رویکردهای خوانشی این اثر داشت. خوانش های این دوره اغلب در دیالکتیک با خوانش های دوره پیش بودند و عدم تعین تا دریافت اصلاحی را در متن و خوانش های پیشین رقم می زدند و در نتیجه ادغام افق انتظار اجتماعی و ادبی، افق معنایی گسترده تری را پیشنهاد می دادند.Little Black Fish and Readers: From Passive Reading to Active Dialogue
In the middle of the twentieth century, the discourse of literary criticism was considered. The story of "Little Black Fish" (1347), for some reasons, including the type of text, its special structure, and the range of audiences has been faced with different interpretations. In this research, with a descriptive-analytical method and based on the approach of reader-oriented theories, the way of interaction between the reader and the text has been studied in a diachronically and synchronically manner. The results show that the readers' reaction before 1957, according to the dominant paradigm, was a critique of taste, based on ideology, and had a social approach in which the hero's action was highlighted and the readings were informative. There was no dialogue between the text and the reader and the meaning was imposed on the text. From 1957 to the end of the 80s, the receptions were combined criticism, and based on the literary expectation horizon, they had a frequency in the field of narratology. These readings created uncertainty, and the reader constructed a new form of textual object in a semi-active dialogue with the text. From the late 1980s to the late 1990s, readings were theory-based, and the semiotic approach had the highest frequency among other approaches. The readings were often dialectical with the readings of the previous period, and from the uncertainty until the receipt of correction was figured in the previous readings, and as a result of the integration of social and literary expectation horizons, they offered a wider semantic horizon. Keywords: Reader Response Criticism, Reception Theory, Samad Behrangi, Little Black Fish. Introduction Traditional criticism based on the intention of the author prevailed over other methods of literary criticism until the end of the 19th century and did not pay attention to the element of the reader who was one of the main factors in the narrative communication. One of the most important reasons for the transformation of the criticism cycle towards the reader is "reader-centered debates of literary criticism theorists" (Benton, 2009: 22). In the middle of the 20th century, I. E. Richards emphasized changing the self-based approach of criticism and the importance of the act of reading and the reaction of the reader. The collection of reader-centered criticism approaches continued to grow in two origins after World War II, influenced by the philosophy of phenomenology and the science of interpretation. First, the approach of "reader reaction" in America and the other, the approach of "reception or the Constance school" in Germany (Taslimi, 1388: 108). The common feature of the two listed approaches was the phenomenological encounter with the subject/object duality. Research Question(s) Due to the success of critics and readers, the story of the little black fish has been read many times after its publication. According to the different readings of this story in six decades (1340 to the end of 1390), in the present research we aim to specify: 1- The interaction between the reader and the text in the story "Little Black Fish" in the creation of meaning - as How was the simultaneity and in time? -2- To what extent do the readers read the work under the influence of their minds - consciously and unconsciously - 3- How did the existing discourses in each era influence these readings? Literature Review Regarding reader-oriented theories, including the theory of reader reaction and the theory of reception, there are many materials in articles and books of criticism and literary theory and encyclopedias, but the application of this theory has been done in different ways in the articles. For example, some have examined the work according to the reader in the text. Some researchers have also examined the work or text from the point of view of the reader's reception and reaction; or in one case, the scene of the play is considered as a text and the process of receiving the audience has been investigated in it. By researching the indexing databases of articles, it was found that the number of articles that examined the existing readings of a work during one or more periods and presented the history of aesthetics from the reception of readers is small. This article examines and analyzes this aspect of the readings and the aesthetic history of the reception of the readers of this work. Methodology By researching the indexing databases of the articles, it was found that the number of articles that examined the existing readings of a work during one or more periods and presented the history of aesthetics from the reception of the readers is small. A total of 33 articles and one book about "Little Black Fish" were collected in the books that included the collection of reviews written about Samad Behrangi's works. Then, the reviews were placed in three time frames based on the dominant aspect of reading including reading for taste, synthesis, and based on theory, and were examined and analyzed in a descriptive-analytical method based on the approach of theories aimed at the reader. The time format of the courses is based on the dominant aspect of the critic's encounter with the work in the period from 1340 to the end of 1390, and at the same time, it also pays attention to ideological discourses. Conclusion In the readings before 1957, the dominant aspect of the approaches is the reading of taste based on ideology. In this approach, the reader encounters the text based on presuppositions and extratextual positions and deals with it as a passive object. In the readings from 1957 to the end of the 80s, due to the predominance of the discourse of reforms and distancing from the ideological discourse, the readers revised and reconsidered the previous readings in experiencing the effect of reading; the readings from the late 80s to the end of the 90s suggest a wide semantic horizon for this work, which is a result of the special narrative structure and textual signs specific to this work.
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