From his educational background both in France and America, Professor Pavel not only expresses his endorsement, understanding and judgment of the concept of “imposed interpretation,” but also his opinion and further academic expectations. The article has three parts. First, he confirms the existence of the specific problems of “imposed interpretation,” “subjective assumption prior to interpretation,” and “reversed route of cognition.” Second, he points out that the phenomen on of imposed interpretation is not unique in contemporary times and has existed in Western literary research since the beginning of the 19th century— from the Zeitgeist of the age of Hegel, the social environment of positivism, the narratology of structuralism, and to contemporary literary critique, all of which have the feature of using concepts to cover the multiformity of literary works. Pavel finally points out that the contemporary phenomen on of “imposed interpretation” embodies the features of American culture and exposes the problem of American education. He hopes that scholars can keep critical latitude and vitality while rectifying the errors in literary research.

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关键纬度

从法国和美国的教育背景来看，帕维尔教授不仅表达了对“强加解释”概念的认可，理解和判断，还表达了他的见解和进一步的学术期望。本文分为三个部分。首先，他确认了“强加解释”，“解释之前的主观假设”和“逆向认知之路”等具体问题的存在。其次，他指出，强加于解释的现象在当代并不是唯一的，并且自19世纪初以来就存在于西方文学研究中-从黑格尔时代的时代精神，实证主义的社会环境，叙事学对结构主义，以及对当代文学评论，所有这些都具有使用概念覆盖文学作品的多样性的特征。帕维尔最后指出，“强加解释”的当代现象体现了美国文化的特征，并暴露了美国教育的问题。他希望学者们能够在纠正文学研究中的错误的同时保持批判的宽容和生命力。