圖表由葉建霖老師堤供
利科所言的三重塑形是指「前塑形」prefiguration、「塑形」configuration以及「再塑形」refiguration。
三重模仿論 Three fold mimesis process中的第一重模仿Mimesis1、第二重模仿Mimesis 2與第三重模仿Mimesis 3。
Mimesis is instead a poetic action of imitation portraying peoples actions. It is a discursive practice linked to a concrete actor’s context through understanding, explanation and interpretation (Ricoeur, 1996, p. 159)
The use of mimesis 1 is in this article exemplified by data as prenarratives gathered among informants in radiography education.
The informants’ experiences and actions are portrayed by the transcription of all interview data. The quotes are presented as a representation of the informants’ narrative about implementation of
blended learning.
Mimesis 2 is exemplified by the construction of the case and the mimetic structured narrative of radiography education。The narrative of spaces in blended learning – plots and emplotment 。
In mimesis 3–explanations from the whole of the text are coupled with theoretical considerations and concepts. Thereby, a further distancing is added by the author/researcher who is also, in this case, a reader of the text.
a refiguration is made by the author/researcher (also a reader) and new perspectives are added. The narrative is taken into a level of theoretical interpretation displaying a new stage of time.
In mimesis 3 the past, the present and the future are captured by explanatory and more general concepts. Informants, other researchers and people involved in the reading can question or expand the field of inquiry and add further events, experience and data to the mimetic interpretation, and thereby the process continues
前塑形—–代表了敘事者、創作者對於「行動世界」world of action――即現實世界――的先驗將有意義行動的語意結構、象徵系統和時間性整理成為敘事創作的資源
塑形—–則把這些資源透過情節佈局emplotment與「秩序化」ordering即將思想與角色整合並且把分散、零星的事件統合為具意義的故事
再塑形—–說明故事與其閱聽者的相互作用。閱聽者受到敘事的影響,對自身行動世界進行反思從而改變自身對行動世界的認知,甚至改變行動。
這三重模仿不僅代表敘事層面的各個階段,也是我們對「世界」理解的不同階段、對「時間」理解的不同視角,意即前述的宇宙時間、歷史時間與靈魂時間,也對應到了這三重的模仿概念中。
Paul Ricoeur (The Conflict of Interpretation, Northwestern University Press, 1974), who described the interpretive process in three developmental stages: the event, the recording of the event, and the reading of a text.
三重模仿論”Three fold mimesis” 的基礎是建立在三個世界 three “worlds”的理論上
We may approach meaning in a given text according to its three “worlds”:
—–1) The World Behind the Text: Historical Background
This world becomes available to us through sound research into the original context, including the historical moment in which the text was written, as well as any cultural and ideological interests of that period that inform the text.
Things to consider are political and social structures of the period, mythology and religion, technology and ethics, etc.
—–2) The World Within the Text: Linguistic Concerns
This world includes the problems involved in reaching comprehension of the text via its own verbal structures. Things to consider are the form of the original text and the problems of translation, literary genres and devices, vocabulary and syntax, etc.
3) The World in Front of the Text: The Reader’s Needs
This world considers the reader’s own presuppositions, especially as they pose problems of interpretation in relation to the reader’s own historical, cultural, and ideological context.
Things to consider are ways in which the reader’s own values, attitudes, and beliefs may differ from those embedded in the text, the variety of interpretive methods available to the reader, and conflicts arising from the reader’s own biases, etc.
It is the theory of Ricoeur and others that the exploration of all three of these textual “worlds” results in a rich, mature, and satisfying interpretation of a given text, with all its nuances, especially as it contributes to the development of the reader’s own intellectual, emotional, and spiritual life.
We will examine each world (and any interactions that arise between those worlds) as our interpretive need for such information arises, integrating thinking and writing practice to reach an holistic approach that may be replicated and modified at will.