Liu Xuyuan & Guo Shiguanhong: Children's Lit Views
Liu Xuyuan and Guo Shiguanhong, influential figures in children's literature, share common ground in advocating for aesthetic education and criticizing extreme approaches to children's books. They both classify children's literature into "medicine," "cola," and "fruit" to highlight quality and purpose. Their views diverge in focus: Liu emphasizes the theoretical origins of the "three-part classification" and the broader aspects of literary creation, while Guo concentrates on practical reading and selection strategies for parents.
Key Takeaways
Both scholars classify children's books into "medicine," "cola," and "fruit."
They criticize overly didactic or purely entertaining children's literature.
Aesthetic education, where learning is a natural byproduct, is central to their views.
Liu Xuyuan focuses on creation and the root causes of aesthetic deficiency.
Guo Shiguanhong emphasizes practical reading guidance and selection for parents.
What common perspectives do Liu Xuyuan and Guo Shiguanhong share on children's literature?
Liu Xuyuan and Guo Shiguanhong, influential voices in children's literature, share significant common ground in their critical assessment and proposed ideals for the field. Both scholars employ a distinctive classification system for children's books, categorizing them to highlight their inherent value and potential pitfalls. They are united in their strong criticism of extreme approaches, particularly those prioritizing overt didacticism or shallow entertainment over genuine literary merit. Fundamentally, both advocate for the paramount importance of aesthetic education, believing that true learning should emerge naturally from an engaging experience.
- Children's Book Classification: They both propose a nuanced categorization of children's books. "Medicine" represents utilitarian and overtly didactic works, often perceived as beneficial but lacking intrinsic appeal or artistic depth. "Cola" signifies market-driven, superficial entertainment, offering immediate gratification but little lasting value or intellectual stimulation. "Fruit" denotes literature with inherent aesthetic value, providing both enjoyment and yielding natural, profound educational effects through its artistic quality, emotional resonance, and thematic depth. This comprehensive framework helps evaluate books beyond their surface appeal.
- Criticizing Extremes: Both scholars vociferously critique the pervasive pitfalls of excessive didacticism, where the act of reading becomes a burdensome chore akin to taking bitter medicine, devoid of joy or intrinsic motivation, thereby stifling a child's natural curiosity and love for stories. Simultaneously, they highlight the dangers of low-quality pandering, which leads to children indulging solely in the fleeting pleasure of "cola" books, characterized by their lack of substance, intellectual stimulation, or emotional resonance, ultimately hindering genuine literary appreciation and critical thinking skills.
- Advocating Aesthetic Education: They champion the principle that aesthetic experience should be the primary and foundational element in children's literature. They assert that genuine educational benefits, moral insights, and character development are best acquired naturally as a positive and organic byproduct of interacting deeply with high-quality, artful storytelling, rather than through explicit lessons or forced moralizing. This approach fosters a lifelong love for reading and learning by making it an enjoyable and enriching journey.
How do Liu Xuyuan's and Guo Shiguanhong's approaches to children's literature differ in focus?
While sharing core principles, Liu Xuyuan and Guo Shiguanhong diverge in their primary areas of emphasis within children's literature. Liu Xuyuan's work often delves into the theoretical underpinnings of his "three-part classification," pinpointing aesthetic deficiency as a fundamental issue. His focus extends to the broader landscape of creation and dissemination, scrutinizing how "fruit" books are produced and marketed, and actively opposing the substitution of literary quality with market trends or moralistic instruction. In contrast, Guo Shiguanhong's perspective is more rooted in the practicalities of reading and book selection, addressing common misconceptions among parents. He advocates for a balanced strategy that both acknowledges children's immediate interests and guides them towards higher literary standards.
- Liu Xuyuan's Focus:
- Original Discussion of "Three-part Classification": He emphasizes the theoretical origins and conceptual framework of his classification, meticulously analyzing how aesthetic deficiency manifests as the fundamental root cause of various issues observed in children's literature, from poor quality to misguided educational goals, advocating for a deeper understanding of literary value. His work seeks to identify the core problems hindering the development of truly valuable children's books.
- Concern for Creation and Dissemination: His attention is primarily directed towards the intricate processes of production and the subsequent sale of "fruit" books. He actively opposes the pervasive influence of market myths and the detrimental tendency for moralistic didacticism to overshadow and ultimately compromise genuine literary quality and artistic expression in children's works, stressing the importance of authorial intent and publishing integrity to ensure high standards are maintained throughout the literary supply chain.
- Guo Shiguanhong's Focus:
- Reading and Book Selection Practice: He specifically addresses common parental misconceptions, such as the exclusive pursuit of either purely educational content or merely entertaining stories, often neglecting the crucial balance between the two. His work provides practical, actionable guidance for navigating these choices effectively, empowering parents to make informed decisions that benefit their children's literary development and foster a balanced reading diet.
- "Catering + Guiding" Balanced Strategy: He posits that adults serve as the primary readers and crucial gatekeepers in a child's literary journey. He advocates for a strategic approach that involves establishing clear "fruit standards" through the deliberate and guided reading of classic and high-quality literature, thereby cultivating discerning taste, critical thinking, and a lasting appreciation for literary excellence in young readers. This balance ensures engagement while elevating literary standards.
Frequently Asked Questions
What is the "three-part classification" of children's books proposed by these scholars?
This classification divides books into "medicine" (didactic), "cola" (pure entertainment), and "fruit" (aesthetic value with natural educational effects). It helps distinguish different types of children's literature based on their quality and purpose.
Why do both Liu Xuyuan and Guo Shiguanhong criticize "medicine" and "cola" books so strongly?
They criticize "medicine" for being overly didactic and "cola" for being shallowly entertaining. They argue these books fail to foster aesthetic appreciation or natural learning, prioritizing superficial outcomes over literary depth.
What is the core idea behind their shared advocacy for aesthetic education in children's literature?
The core idea is that children's literature should prioritize an engaging aesthetic experience. They believe true educational benefits and moral insights are best acquired naturally as a positive byproduct of interacting deeply with high-quality, artful storytelling.
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