章太炎及劉師培論「文章」與「彣彰」的學術史意義──自《說文》段《注》談起

On Zhang Taiyan and Liu Shipei’s Academic Significance of the Articles

近代中國知識轉型的歷程與意義己成學術界亟欲深研的重大議題。以「文學」轉型而言，章太炎的諸多門生皆有深厚的舊學根柢且秉承師說於北京大學透過教育制度而將傳統文學觀念轉型與新文學接榫，甚或堅持傳統理念者皆有之。若然，章太炎及其門生對於傳統文學的觀點與研究，實為清末民初推動文學轉型重要的推手之一。章太炎透過批評段玉裁所主張「文章當作彣彰」立論與阮元以「文筆論」、《昭明文選》為理論基礎所建立的四六文統正宗之調，重新將「文學」定調於文字上，進而建構一套有、無句讀文的體系。然而章氏當時的師友且為其重要的對話對象之一即劉師培卻堅守阮元之論而主張「文章必以彣彰為主」，希冀劃分文學與其他知識間之畛域而突顯其獨立性與價值。劉師培堅持的理念，或許限制了非駢文的文類進入其中，但此限縮的堅持，卻是欲突顯文學的獨立性。相反地，章太炎於以文字為基礎的堅持下，反而大大地擴增了文學的範疇。無論是限縮抑或擴增，他們兩人皆從承襲抑或批評傳統出發。傳統近代中國的文學轉型歷程，再度具有了新生命，進而與西學進行一場對話的可能。

The process and significance of the knowledge transformation in modern China has become a major topic for the academic circles. In the transformation of ''literature'', many of Zhang Taiyan's followers have profound old school foundation and they adhere to the theory of Peking University through the education system and transform the traditional literature to connect with the new literature, or even adhere to those who have the traditional concepts. If so, for the traditional literature view and research, Zhang Taiyan and his disciples is one of the important push hands to promote literary transformation at the end of the Qing Dynasty. Zhang Taiyan criticized Duan's opinion that ''the article should be regarded as a monument'' and Ruan Yuan's theory of writing and ''Zhaoming''. He reinterpreted ''literature'' in the text, and then construct a system containing sentence reading or not. However, Liu Shi-pei, as Zhang's friends and students and as one of the important person in their dialogue, sticked to Ruan Yuanzhi’s view and advocated that ''the article must be the main'', hoping to divide the literature from other knowledge to highlight its independence and value . The concepts which Liu Shi-pei insisted on, may limit the non-parallel prose of the text intoliterature, but the insistence of such limitation, actually highlights the independence of literature. On the contrary, Zhang Taiyan, who insisted on the basis of writing, greatly expanded the scope of literature. Whether restricted or amplified, both of them inherited or criticized the tradition. In other words, the transformation of traditional China in the course of history, once again formed a new life, and then made a dialogue with Western learning possible.