阅读的力量|北京科技大学教授带您读《蝇王》
特殊时期，经典阅读有了更深刻的意义。
面对灾难，经典镌刻人性的高贵；
对抗逆境，经典传递勇气和力量。
那些穿越了时空的文字，
记录着人类历史长河中类似的遭遇、相近的感伤。
谁在脆弱无助，谁在悲痛仓皇；
谁不愿守望家乡，谁不想偿还善良；
谁不曾执手相看泪眼，谁不忘掌灯把我们照亮。
经典是以梦为马，保卫信仰；
经典是身在沟渠，远望星光。
本期推荐
《蝇王》
威廉·戈尔丁 原著
上海外语教育出版社
21.00元
978-7-5446-5547-7
《蝇王》伴读本
陈红薇 著
上海外语教育出版社
30.00元
978-7-5446-5548-4
01
名师讲坛
陈红薇：北京科技大学外国语学院教授、博导。全国英国文学学会常务理事、中国外国文学学会英语文学研究会理事。主要研究领域：西方戏剧研究、改写研究、跨媒体文化研究。发表学术论文近50篇，出版著作6部。
向上滑动阅览
戈尔丁是英国20世纪最伟大的小说家之一，1983年以《蝇王》一书获得诺贝尔文学奖。《华盛顿邮报》曾在一篇文章中称，戈尔丁是一位道德家，也是一位寓言编撰家。说他是一位道德家，是因为他的小说始终都在关注善与恶本质的探讨；说他是一位寓言编撰家，是因为他在创作中运用的是现实主义加象征主义的叙事，这使他的小说充满了象征，充满了哲理。他以特有的理性，挖掘人类文明史中从未停止过的杀戮的根源，揭示人类因欲望的膨胀而导致的堕落。
我们读戈尔丁的《蝇王》，必然会想到荒岛文学。由于英国独特的岛国地理生态、数百年的殖民历史和由此形成的冒险精神，荒岛文学在英国文学中占有重要的位置。从莎士比亚的《暴风雨》、培根的《大西岛》，到笛福的《鲁滨逊漂流记》、斯威夫特的《格列夫游记》，再到巴兰坦的《珊瑚岛》，以及后来的《金银岛》。荒岛不仅是故事发生的地方，更是一种象征，是世界的一个缩影。人们在荒岛上探索、冒险，经历磨难，然后回归文明。所以，不少荒岛文学中都带有乌托邦想象的特征。
但在《蝇王》这部书中，戈尔丁却突破了荒岛文学中“将荒岛变乐园”的叙事，以现代寓言的形式，探索人性的主题，实现了乌托邦与敌托邦并存的创作。戈尔丁在作品中引入了大量的神话和宗教象征，从而使他的叙事在寓意上更加深远和富有哲理。书中通过一群孩子从天真到经验、从梦想到现实、从民主到野蛮的堕落过程，戈尔丁向人们展示了人性本恶的现实。在故事结尾时，野蛮战胜了文明，人性之恶如野火蔓延全岛。
这也是为什么戈尔丁在书的“序”中写道：
成人世界的核战争把孩子们带到了孤岛上，有谁会料到，这群孩子却在岛上重演了使他们落入此境地的历史的全过程——归根结底，人类灾难的根源在于人性中的邪恶，把乐园变成屠场的，并非是外来的怪物，而是人类本身。
通过书中“蝇王”、“野兽”、西蒙等一系列的形象，戈尔丁意在告诫世人，人类才是自己最大的敌人，所谓的“野兽”不过是人类的另一个自己。
02
走进经典《蝇王》
作者简介
威廉·杰拉尔德·戈尔丁（William Gerald Golding）于1911年9月19日出生于英国西南部康沃尔郡的一个知识分子家庭。戈尔丁是英国20世纪最伟大的小说家之一，也是仅有的四位获得诺贝尔文学奖的英格兰作家之一。在创作风格上，戈尔丁运用兼具现实主义和象征主义的叙事，大量地融入了古典文学、神话、基督教文化的象征主义，成功地表现了严肃的主题内涵，从而构建了充满哲理深意的文学世界，表现了一个现代作家对未来的人性关切。
作品梗概
世界在经历着第三次世界大战，一架满载男孩的英国飞机在前往避难所的途中被击中，坠毁在太平洋的孤岛上。机上的成年人全部遇难，孩子们则奇迹般地幸存了下来。
孩子们初到岛上时，在他们眼中，这是一个美丽的童话般的世界，没有大人的约束，他们是这座岛屿的主人。他们试图制定规则和秩序，商讨如何获救、搭窝棚、采野果。但很快，规矩渐渐被打破，原始的人性开始逐渐显现，在没有文明及法制的约束下，人性的恶得到释放，像苍蝇一样迅速繁殖，恣意横行，与人性中的善展开了一场可怕的较量。其中拉尔夫、西蒙是人性善的象征，而杰克是人性恶的象征。岛上世界上演了一场善与恶的较量。随着西蒙被杀死，拉尔夫被夺权，恶占据了主导地位，快乐的伊甸园变成了血腥的屠场。
作品赏析
书名中的“蝇王”一词具有两层含义，均与宗教神话相关。第一层含义来自《李尔王》：“我们之于神明，如同苍蝇之于顽童；第二层含义来自希伯来语中的Ba’alzevuv，或希腊语中的Beelzebub，译文为“蝇王”，与撒旦同义。对戈尔丁而言，这种把孩子们变成野蛮人的邪恶力量来自人类的内心，而非如基督神话中所说的来自外在的神性世界。
在《蝇王》里，蝇王指“献给黑暗的祭祀”，象征丑恶的猪头，深刻地揭示了人最黑暗的一面。在小说中，大部分的故事情节都和打猎有关，最开始捕杀野猪只是为了获取食物，最后演变为对同类的杀戮。从想要征服野兽到想要征服人类本身，由此表达了人类无限的欲望。随着“蝇王”意象在故事中的显现，它进而象征着孩子心中兽性的上升和对他们心灵的主宰。在杰克杀死野猪之后，割下头颅作为祭品，这便是爬满苍蝇的“蝇王”——作为野蛮行为的结果，此祭品暗示了人类的劣行，代表了孩子们人性的堕落。
《蝇王》中，围绕着拉尔夫和杰克这两个核心人物，其他叙事要素聚拢成团，形成两大“星丛”。非线性叙事结构令这部小说获得了语义的多重性和阐释的多层次性。一方面它揭示了西方现代性内在张力和困境的预言，如有评论者所说，《蝇王》所展示的不仅仅是野蛮战胜文明、非理性战胜理性所导致的社会混乱和灾难，也揭示了文明的本质中深藏着野蛮、理性的内核中深藏着非理性这一事实。另一方面，通过展现善与恶、文明与野蛮、人性与兽性、民主与专制、科学与愚昧、光明与黑暗的对立，故事突出了戈尔丁人性恶的核心主题，进而引导读者对人类文明历史的反思。
03
经典诵读
向上滑动阅览
CHAPTER ONE
The Sound of the Shell
(Excerpt)
The boy with fair hair lowered himself down the last few feet of rock and began to pick his way toward the lagoon. Though he had taken off his school sweater and trailed it now from one hand, his grey shirt stuck to him and his hair was plastered to his forehead. All round him the long scar smashed into the jungle was a bath of heat. He was clambering heavily among the creepers and broken trunks when a bird, a vision of red and yellow, flashed upwards with a witch-like cry; and this cry was echoed by another.
“Hi!” it said. “Wait a minute!”
The undergrowth at the side of the scar was shaken and a multitude of raindrops fell pattering.
“Wait a minute,” the voice said. “I got caught up.”
The fair boy stopped and jerked his stockings with an automatic gesture that made the jungle seem for a moment like the Home Counties.
The voice spoke again.
“I can’t hardly move with all these creeper things.”
The owner of the voice came backing out of the under growth so that twigs scratched on a greasy wind-breaker. The naked crooks of his knees were plump, caught and scratched by thorns. He bent down, removed the thorns carefully, and turned around. He was shorter than the fair boy and very fat. He came forward, searching out safe lodgments for his feet, and then looked up through thick spectacles.
“Where’s the man with the megaphone?”
The fair boy shook his head.
“This is an island. At least I think it’s an island. That’s a reef out in the sea. Perhaps there aren’t any grownups anywhere.”
The fat boy looked startled.
“There was that pilot. But he wasn’t in the passenger cabin, he was up in front.”
The fair boy was peering at the reef through screwed-up eyes.
“All them other kids,” the fat boy went on. “Some of them must have got out. They must have, mustn’t they?”
The fair boy began to pick his way as casually as possible toward the water. He tried to be offhand and not too obviously uninterested, but the fat boy hurried after him.
“Aren’t there any grownups at all?”
“I don’t think so.”
The fair boy said this solemnly; but then the delight of a realized ambition overcame him. In the middle of the scar he stood on his head and grinned at the reversed fat boy.
“no grownups!”
The fat boy thought for a moment.
“That pilot.”
The fair boy allowed his feet to come down and sat on the steamy earth.
“He must have flown off after he dropped us. He couldn’t land here. Not in a plane with wheels.”
“We was attacked!”
“He’ll be back all right.”
The fat boy shook his head.
“When we was coming down I looked through one of them windows. I saw the other part of the plane. There were flames coming out of it.”
He looked up and down the scar.
“And this is what the cabin done.” The fair boy reached out and touched the jagged end of a trunk. For a moment he looked interested.
“What happened to it?” he asked. “Where’s it got to now?”
“That storm dragged it out to sea. It wasn’t half dangerous with all them tree trunks falling. There must have been some kids still in it.”
He hesitated for a moment, then spoke again.
“What’s your name?”
“Ralph.”
The fat boy waited to be asked his name in turn but this proffer of acquaintance was not made; the fair boy called Ralph smiled vaguely, stood up, and began to make his way once more toward the lagoon. The fat boy hung steadily at his shoulder.
“I expect there’s a lot more of us scattered about. You haven’t seen any others, have you?”
Ralph shook his head and increased his speed. Then he tripped over a branch and came down with a crash.
The fat boy stood by him, breathing hard.
“My auntie told me not to run,” he explained, “on account of my asthma.”
“Ass-mar?”
“That’s right. Can’t catch my breath. I was the only boy in our school what had asthma,” said the fat boy with a touch of pride. “And I’ve been wearing specs since I was three.”
He took off his glasses and held them out to Ralph, blinking and smiling, and then started to wipe them against his grubby wind-breaker. An expression of pain and inward concentration altered the pale contours of his face. He smeared the sweat from his cheeks and quickly adjusted the spectacles on his nose.
04
名师荐读
陈红薇教授推荐比较适合大学生读的三本书：一本戈尔丁传记，两部比较易懂的研究著作。
1. Carey, John. William Golding the Man Who Wrote Lord of the Flies. New York and London: Free Press, 2009.
2. Olsem, Kirstin. Understanding Lord of the Flies. Westport and London: Greenwood Press, 2000.
3. Page, Norman. William Golding Novels, 1954-67. London: Macmillan,1985.
外教社经典伴读丛书：
伴读本提供：
作者生平、作品创作的时代背景
作品梗概、章节详细摘要
有关文化、宗教、历史、地理、典故等难词难句的注解
叙事结构、人物塑造和语言风格
作品主题、所代表的流派及该流派在文学史上的地位
阅读理解习题及答案
拓展思考题
除了伴读本，本套读物还创新地配套了移动学习资源。支持随学随测、方便教师监控的“随行课堂”，将为读者带来全新的阅读体验。
“随行课堂” 主要功能——
移动端呈现章节摘要和难词难句；
精选原著片段并配以录音；
阅读理解自测题自动评阅；
教师通过移动端监控学习进度、了解学习情况。
往期精彩回顾：
阅读的力量︱中国人民大学教授带您读《凯瑟琳·曼斯菲尔德短篇小说选》
文稿策划及编辑 /邬安安 王笑歌 许高 李冰诗
全心致力于中国外语教育
事业的发展
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