硝煙下的體悟：戰爭時期葉盛吉跨境求學中的閱讀生活

Ye Sheng-ji’s Reading Life while Studying Across Borders during World War II

在帝國統治下，殖民地知識分子如何建構自身的知識體系，從而展開行動、抉擇與論述，關鍵在於探究其背後的學思歷程、書籍市場與身為讀者的閱讀所得。本文主要以葉盛吉跨境、跨域的求學過程與人生經歷，作為日本帝國統治末期殖民地知識菁英的一個側面，透過1938-1945年間的《葉盛吉日記》及〈生活筆記〉，重構其戰爭時期先在臺灣接受殖民地中學教育，而後負笈日本留學，並前後歷經了浪人生活、舊制高校與帝國大學的求學生涯與修業歷程，討論其知識養成與行動實踐。
此外，過往關於葉盛吉的研究，多聚焦在其精彩動人的跨境、跨域經歷所產生的認同變遷上，本文將在先行研究的基礎之上，將重點置於葉盛吉在帝國內部的教育體制與書籍流通的社會條件下，所開展的閱讀生活與智識實踐。透過解答「如何閱讀」（書籍流通）、「讀了些什麼」（閱讀傾向），以及「閱讀對其有何影響」（閱讀所得）這三個基本的面向，剖析葉盛吉如何透過日常生活中的閱讀建構自身的知識體系、人生觀與價值信念，進而影響其世界觀、思想認同與行動抉擇。

Under imperial rule, how colonial intellectuals constructed their own knowledge systems and how they subsequently initiated actions, made choices, and took part in discourses hinged on their learning experience, the book market, and what they learned as readers. This article focuses on the cross-border and trans-territory education and life experiences of Ye Sheng-ji, as a profile of a colonial intellectual elite at the end of Japanese imperial rule. Drawing insights from his diaries and“Life Notes”written between 1938 and 1945, this article reconstructs Ye Sheng-ji’s colonial secondary school education in Taiwan and subsequent overseas study in Japan during the war. It covers his struggle with the retake exam and his life at Higher School (旧制高等学校, Kyūsei KōtōGakkō) and Imperial University (帝国大学, Teikoku Daigaku), shedding light on his cultivation of knowledge and intellectual practices.
In addition, while previous studies on Ye Sheng-ji have often focused on his evolving self-identity resulting from his intriguing cross-border and trans-territorial experiences, this article, building on prior research, centers on Ye Sheng-ji’s reading life and intellectual pursuits within the social context of the education system and book circulation in the empire. By discussing“How did Ye read?”(book circulation),“What did Ye read?”(reading preferences), and“How did reading affect Ye?”(intellectual development), this article analyzes how Ye Sheng-ji constructed his own knowledge framework, outlook on life, and value beliefs through reading in his daily life, which in turn influenced his worldview, ideological identity, and choice of actions.