When we talk about education today, we tend to avoid the rhetoric of "mastery," with its erotic and inegalitarian overtones. But the charged personal encounter between master and disciple is precisely what interests George Steiner in this book, a sustained reflection on the infinitely complex and subtle interplay of power, trust, and passions in the most profound sorts of pedag...
When we talk about education today, we tend to avoid the rhetoric of "mastery," with its erotic and inegalitarian overtones. But the charged personal encounter between master and disciple is precisely what interests George Steiner in this book, a sustained reflection on the infinitely complex and subtle interplay of power, trust, and passions in the most profound sorts of pedagogy. Based on Steiner's Norton Lectures on the art and lore of teaching, "Lessons of the Masters" evokes a host of exemplary figures, including Socrates and Plato, Jesus and his disciples, Virgil and Dante, Heloise and Abelard, Tycho Brahe and Johann Kepler, the Baal Shem Tov, Confucian and Buddhist sages, Edmund Husserl and Martin Heidegger, Nadia Boulanger, and Knute Rockne. Pivotal in the unfolding of Western culture are Socrates and Jesus, charismatic masters who left no written teachings, founded no schools. In the efforts of their disciples, in the passion narratives inspired by their deaths, Steiner sees the beginnings of the inward vocabulary, the encoded recognitions of much of our moral, philosophical, and theological idiom. He goes on to consider a diverse array of traditions and disciplines, recurring throughout to three underlying themes: the master's power to exploit his student's dependence and vulnerability; the complementary threat of subversion and betrayal of the mentor by his pupil; and the reciprocal exchange of trust and love, of learning and instruction between master and disciple. Forcefully written, passionately argued, "Lessons of the Masters" is itself a masterly testament to the high vocation and perilous risks undertaken by true teacher and learner alike.
作者简介
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George Steiner's books have served many a learner over the years. His After Babel: Aspects of Language and Translation and In Bluebeard's Castle: Some Notes Toward the Redefinition of Culture have attained the status of classics.
零一年诺顿六讲。李欧梵曾经提过他年轻时攻英语文章写法，专学此公。一直惦记着这一点，此次找来一看，果然此书光学语言文字都相当可观。内容亦毫不逊色，申辩篇与圣经对观，从师徒关系重新思考西方文化，与最近正好在读的Between Men一起开了无数脑洞。全书大致按时空划分，最后一章讲到西方以外的传统稍显力不从心，但最后用波普尔和尼采收尾又实在太精彩。就恨自己修为太弱，Maître à penser一章提到...零一年诺顿六讲。李欧梵曾经提过他年轻时攻英语文章写法，专学此公。一直惦记着这一点，此次找来一看，果然此书光学语言文字都相当可观。内容亦毫不逊色，申辩篇与圣经对观，从师徒关系重新思考西方文化，与最近正好在读的Between Men一起开了无数脑洞。全书大致按时空划分，最后一章讲到西方以外的传统稍显力不从心，但最后用波普尔和尼采收尾又实在太精彩。就恨自己修为太弱，Maître à penser一章提到的法国名字泰半没听过。(展开)
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2 有用 支离疏 2008-01-12 12:37:32
在所有文体中，一篇essay的好坏，读者意见最难一致。Steiner的文章，我的一个朋友奉为典范，一个老师却认为是垃圾。好的essay作家，要有3个美德：一要博学，读书少的人，可以写哲学或小说，但写essay就有些营养不良的样子；其次要有自己的品味，缺乏赏鉴的essay不免有些象图书目录。这两样Steiner都不缺。然而他缺少一样学院人士往往欠缺的美德，几近偏见的主见。Steiner面对棘手的话题... 在所有文体中，一篇essay的好坏，读者意见最难一致。Steiner的文章，我的一个朋友奉为典范，一个老师却认为是垃圾。好的essay作家，要有3个美德：一要博学，读书少的人，可以写哲学或小说，但写essay就有些营养不良的样子；其次要有自己的品味，缺乏赏鉴的essay不免有些象图书目录。这两样Steiner都不缺。然而他缺少一样学院人士往往欠缺的美德，几近偏见的主见。Steiner面对棘手的话题，比如师生恋之类的问题，不乏勇气、才学和见识，但却缺乏力量到达问题的深处，最终不免迷失在无数典故和逸闻之中。 (展开)
2 有用 野次馬 2014-12-20 09:07:47
零一年诺顿六讲。李欧梵曾经提过他年轻时攻英语文章写法，专学此公。一直惦记着这一点，此次找来一看，果然此书光学语言文字都相当可观。内容亦毫不逊色，申辩篇与圣经对观，从师徒关系重新思考西方文化，与最近正好在读的Between Men一起开了无数脑洞。全书大致按时空划分，最后一章讲到西方以外的传统稍显力不从心，但最后用波普尔和尼采收尾又实在太精彩。就恨自己修为太弱，Maître à penser一章提到... 零一年诺顿六讲。李欧梵曾经提过他年轻时攻英语文章写法，专学此公。一直惦记着这一点，此次找来一看，果然此书光学语言文字都相当可观。内容亦毫不逊色，申辩篇与圣经对观，从师徒关系重新思考西方文化，与最近正好在读的Between Men一起开了无数脑洞。全书大致按时空划分，最后一章讲到西方以外的传统稍显力不从心，但最后用波普尔和尼采收尾又实在太精彩。就恨自己修为太弱，Maître à penser一章提到的法国名字泰半没听过。 (展开)
0 有用 别 2022-11-11 14:56:55 福建
beautifully composed，讲师生，但又不止于师生。值得学习的论说节奏，很喜欢这类作品中散发出来的自省的气质。
0 有用 姜映晚 2023-06-21 20:43:43 北京
读完了前两篇。
0 有用 Adynamia 2016-09-25 13:04:44
对于Steiner这样的大师，文章已然是艺术作品，引经据典谈古说今，其中的真意只能靠自己揣测。