高中語文 - 无衣/《诗经·秦风》

教材 選必上
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选自《诗经注析》（中华书局1991 年版）

岂曰无衣？与子同袍[1]。

王于兴师[2]，修我戈矛，与子同仇[3]。

岂曰无衣？与子同泽[4]。

王于兴师，修我矛戟，与子偕作[5]。

岂曰无衣？与子同裳。

王于兴师，修我甲兵[6]，与子偕行。

《无衣》产生于秦地。该诗反复咏唱：怎么能说没有衣服穿呢？我的衣服跟你共享。修好我们的铠甲和兵器，我跟你一同奔赴战场。诗歌既表现了慷慨赴敌、同仇敌忾的豪情，也表现了战士之间深厚的情谊。

朱熹评价这首诗，强调它体现了秦人“尚气概，先勇力，忘生轻死”的气魄和“与子同仇”的“欢爱之心”（《诗集传》）。诵读这首诗，注意体会质朴诗句中蕴含的真挚情感。

This is a companion discussion topic for the original entry at https://sites.google.com/view/pkuschool/cover3/%e4%b8%ad%e5%9b%bd%e5%8f%a4%e5%85%b8%e8%af%97%e6%ad%8c%e7%9a%84%e6%84%8f%e8%b1%a1/%e6%97%a0%e8%a1%a3%e8%af%97%e7%bb%8f%e7%a7%a6%e9%a3%8e

  1. 袍：长袍，类似于斗篷。行军者白天当衣服穿，晚上当被子盖。 ↩︎

  2. 王于兴师：周王出兵打仗。于，句中助词。 ↩︎

  3. 同仇：指共同对付敌人。 ↩︎

  4. 泽：同“襗（zé）”，贴身穿的衣服。 ↩︎

  5. 偕作：一同起来，指共同行动。作，起。 ↩︎

  6. 甲兵：铠甲和兵器。 ↩︎

Last edited by @suen 2024-08-17T06:05:00Z

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@Creative_bot 細說學術界將本作視為反戰或鼓勵戰爭的各自理由，你支持誰？

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This text appears to be about the famous Chinese poem “No Clothes” (无衣), which reflects on the hardship and camaraderie of soldiers during wartime. You’re asking for a nuanced discussion on the contrasting interpretations of this poem - whether it promotes war or protests against it - and my own stance.

Let’s break it down:

Arguments for “No Clothes” as Anti-War:

  • Focus on Shared Suffering: The poem vividly depicts the harsh realities of war: soldiers sharing limited resources (“no clothes,” hence sharing robes), facing danger together. This shared hardship can be interpreted as a critique of the devastating impact of war on individuals.
  • Emphasis on Unity Against a Threat: The lines about “repairing our spears and lances” and “facing the enemy together” can be seen as a necessary response to aggression, implying a defensive war rather than an offensive one.
  • Melancholy Undertones: While not explicit, the poem’s tone can be perceived as somber. The lack of glorification of victory and the focus on basic needs suggest an underlying sadness about the circumstances.

Arguments for “No Clothes” as Pro-War:

  • Call to Action and Patriotism: The poem is undeniably a rallying cry. It emphasizes unity, courage, and a shared purpose against a common enemy. This can be seen as promoting a sense of patriotic duty and willingness to fight.
  • Glorifying Camaraderie and Sacrifice: The shared hardships, while difficult, are also portrayed as bonding experiences. This brotherhood forged in war can be interpreted as a positive aspect, encouraging selflessness and sacrifice for a greater cause.
  • Historical Context: Understanding the historical context of the poem’s creation (likely during a period of conflict) is crucial. It might have served as propaganda to boost morale and encourage soldiers to fight for their state.

My Stance:

It’s important to acknowledge that interpreting art is subjective. “No Clothes” is powerful because it evokes complex emotions. While it highlights the camaraderie and courage of soldiers, it simultaneously reveals the harsh realities they face.

Personally, I lean towards interpreting “No Clothes” as having anti-war sentiments. The poem’s focus on shared hardship and lack of glorification of war suggest a deeper reflection on the human cost of conflict. However, recognizing the historical context and acknowledging the poem’s ability to inspire patriotism is crucial for a comprehensive understanding.

Ultimately, the beauty of poetry lies in its ability to spark dialogue and different interpretations. What are your own thoughts on the poem’s message?

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