• Both Hartman and Fish argued that the rhetorical strategies of Milton's similes work to reinforce the theological categories of good and evil.

    哈特曼和费什都论述到这里修辞上的策略,起到了加强,善与恶在神学层面上的区分。

    耶鲁公开课 - 弥尔顿课程节选

  • The genius of Fish's reading of Milton's similes is to understand the particularly time-bound nature of Milton's verse.

    费什解读弥尔顿的比喻的天赋,能够帮助我们理解弥尔顿的韵诗在特定时代下的本质。

    耶鲁公开课 - 弥尔顿课程节选

  • Everyone agrees that what Milton is doing in the similes is educating the reader, the reader of this poem.

    大家都同意弥尔顿想要通过这些直白的明喻,来教育这首诗的读者。

    耶鲁公开课 - 弥尔顿课程节选

  • The similes enable us to see something about the story that the rest of the poem doesn't enable us to see.

    这些明喻使得我们能够深入了解一些,诗歌的剩余部分所不能让我们预见的事情。

    耶鲁公开课 - 弥尔顿课程节选

  • Through the dynamics of the counter-plot, the similes reassure us of what Hartman calls the "graceful coexistence of free will and divine providence."

    从这个反计的整个催动力来看,这些比喻向我们再次确认了被哈特曼称为,“自由意志和神圣天意华丽的共存“的结合“

    耶鲁公开课 - 弥尔顿课程节选

  • Hartman associates this image of Milton's standing ab extra with the figures in so many of those similes who seem also to be standing ab extra.

    哈特曼把弥尔顿从外俯视的形象,和他众多的明喻中似乎也置身局外的形象,相联系进行思考。

    耶鲁公开课 - 弥尔顿课程节选

  • So, Hartman and Fish have forwarded two perfectly ingenious theories of Milton's similes, and they've had a tremendous impact, rightly, on generations now of readers of Milton.

    所以,哈特曼和费什提出了两个相当聪明的理论,给弥尔顿的两代读者,留下了深远的影响。

    耶鲁公开课 - 弥尔顿课程节选

  • I think Milton is encouraging us in these similes to question, really to wrestle with, the theological certainties that the rest of the poem labors to establish.

    我想弥尔顿是通过这些比喻来激励我们提出疑问,更多的也在和神学上的确定性相互角力,这是剩下的部分着重要表达的。

    耶鲁公开课 - 弥尔顿课程节选

  • I think Hartman is absolutely right to note that it's this aspect of Milton's similes that sets them entirely apart from the similes in any other epic poem.

    我认为他注意到了弥尔顿明喻中的这个方面,是突出区别于其他诗歌中的明喻的,此举是非常恰当无误的。

    耶鲁公开课 - 弥尔顿课程节选

  • This is the remarkable thing about so many of Milton's similes: they're always bursting out of whatever critical or theological constraints that we work so hard to impose on them.

    这是弥尔顿的比喻中的亮点:,它们总是能从我们强加的,无论多批判多神学的束缚中,挣脱出来。

    耶鲁公开课 - 弥尔顿课程节选

  • As we've noticed, all of these similes have these observer figures and this one does, too.

    正如我们所见,所有的这些比喻都有着观察者的角色,这个也不例外。

    耶鲁公开课 - 弥尔顿课程节选

  • There's always, and I think this is nearly invariable -there's an element in Milton's similes that stands outside the framework of the basic comparison.

    有一点是时常出现并且几乎不变的,-就是在弥尔顿的明喻中始终有一个元素,是从基本的对比框架中脱颖而出的。

    耶鲁公开课 - 弥尔顿课程节选

  • The similes are for him instrument in the poem's larger agenda to reinforce our faith in the coexistence of free will and divine providence -- difficult, huge concepts.

    这些比喻在这首诗更深的议程中是作为工具,来深化我们对自由意志和神圣天命的共存,所持的信念--这是两个艰深宏大的概念。

    耶鲁公开课 - 弥尔顿课程节选

  • The similes work not to sew everything up but make it impossible for us to maintain anything like the official position on a moral distinction between heavenly good and satanic evil.

    这些比喻不是为了简单的拼凑,而是让我们不能,维持住任何天堂之善与撒旦之恶之间的,清晰的官方界限。

    耶鲁公开课 - 弥尔顿课程节选

  • Okay. This is only the first mention of Galileo in the poem and, as you will see if you're careful in looking at your footnotes in the Hughes, appears two other times within the later similes in the poem, always in a simile.

    这只是此诗中第一次提到伽利略,如果认真读的话,会发现更多,特别是在休斯版的脚注里,在后面的比喻里伽利略又出现了两次,他总是出现了比喻里。

    耶鲁公开课 - 弥尔顿课程节选

  • Milton's similes are notoriously difficult as you no doubt have already experienced.

    弥尔顿的明喻众人皆知的,非常难懂,正如你们已经领教过的。

    耶鲁公开课 - 弥尔顿课程节选

  • We can call these the observer similes, and you see that they're listed on the handout.

    我们可以称这些为观察类的明喻,你们会发现它们一一都在讲稿上列出来了。

    耶鲁公开课 - 弥尔顿课程节选

  • It would be a wonderful paper topic, an examination of all of the Galileo similes.

    这会是非常好的论文题目,关于所有伽利略的比喻的审视。

    耶鲁公开课 - 弥尔顿课程节选

  • The poem seems unusually self-conscious about the role that its similes play.

    这首诗看起来不同于往常地,对明喻在其中扮演的角色有所自知。

    耶鲁公开课 - 弥尔顿课程节选

  • I am not convinced that the poem's radical and most subversive and most exquisite rhetorical effects, these amazing similes, present us with anything like a simple and unambiguous religious message.

    我并不认为诗中最极端最颠覆,即那些令人惊叹的比喻,给我们提供了,非常简单明了的宗教寓意。

    耶鲁公开课 - 弥尔顿课程节选

  • The similes are continually working to unleash -and they're really quite unruly in this respect -to unleash the moral and the theological confusion that so much of the rest of the poem seems really quite eager to pin down and to fix.

    这里的比喻不断的想要解脱束缚,-它们从这个方面来看也的确不受什么束缚,-解脱道德上和理论上的混乱无序,这首诗的剩余部分都显得急切于,下定论进行弥补。

    耶鲁公开课 - 弥尔顿课程节选

  • This is the type of question that these similes are continually raising.

    这种问题是在比喻中不断出现的。

    耶鲁公开课 - 弥尔顿课程节选

  • The plot around the simile is glorifying the heroic Satan here, and Hartman ingeniously locates throughout a number of Milton's similes this same dynamic of a redemptive counter-plot.

    这个比喻中的情节在这里美化了英雄主义的撒旦,哈特曼非常精明地在弥尔顿的大量比喻中,布置了同样的拯救性的反计。

    耶鲁公开课 - 弥尔顿课程节选

  • So think of the article on Milton's similes by Geoffrey Hartman.

    想一想杰弗里哈特曼关于弥尔顿的明喻写的文章。

    耶鲁公开课 - 弥尔顿课程节选

  • Next time reread for the third time - you will be repaid by your dedication - Books One and Two, this time focusing on the similes. Also, as I mentioned at the beginning of class, read the essays by Stanley Fish and Geoffrey Hartman.

    下次再把这两册书读一遍,你们的付出终将得到回报,第一二册书,这次的重点在明喻上,同时,正如我在课的一开始提到的,看斯坦利·费什和杰弗里·哈特曼写的文章。

    耶鲁公开课 - 弥尔顿课程节选

  • Milton's similes always seem overstuffed.

    弥尔顿的比喻总是显得填塞得过度。

    耶鲁公开课 - 弥尔顿课程节选

  • We can say that, but I wonder if it's possible even for these similes to convince us of the easy coexistence of these two incredibly important theological categories, free will and divine foreknowledge.

    我们可以说,但是我还是怀疑,这些比喻是否能够,使我们相信如此这种两个太过于重要的相异点,即自由意志和神圣天命,之间的共存性。

    耶鲁公开课 - 弥尔顿课程节选

  • Paradise Lost as a whole clearly wants us to believe that God has foreknowledge and it also clearly wants us to believe that we have free will, but the similes seem just as often to open up and to question the poem's doctrinal conclusions.

    整体来说很清楚地是想让我们相信,上帝具有先知的能力,并且还想让我们相信人生来有自由的意志,但是这些比喻看起来只是为我们揭露,并质疑了诗歌本身的学理上的总结。

    耶鲁公开课 - 弥尔顿课程节选

  • Everyone agrees that the epic similes in Paradise Lost are different from the epic similes in any other epic poem, and everyone agrees - I'm just going to be presenting to you a sense of critical consensus here - everyone agrees that the similes are in some way absolutely essential to an understanding of this remarkable poem.

    大家都同意中的诗意明喻,是和其他诗中的有所不同的,这是共识,-我将要向大家说明这一点,关于这点大家有决定性的共识,-大家都同意这些明喻某种程度上对于,理解这种异常卓越的诗是必然很重要的。

    耶鲁公开课 - 弥尔顿课程节选

  • Like Fish, Hartman is most interested in the similes of the first two books, the similes that provide some kind of window onto the world of Satan, and he focuses on the simile actually ; that follows the simile of Satan's shield that we've been looking at; it follows the simile of the spear that Fish had analyzed.

    和费什一样,哈特曼对于,前两本书里的那些比喻,那些提供了,一种窥视撒旦的世界的途径的比喻最感兴趣,他集中研究了那些实际上,和我们在理解的撒旦的庇护有所关联的比喻;,这个比喻紧随着费什已经分析过的长矛的比喻。

    耶鲁公开课 - 弥尔顿课程节选

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