• 作者： 陳鵬翔
• 作者服務機構： 國立台灣師範大學英語系
• 中文摘要： 本文有兩個重點，第一個在澄清比較文學「中國學派」這個名詞的啟用者為誰，第二在提出建立「中國學派」在理論上應何紮基。「中國學派」這個詞是本人和古添洪在民國65年給我們合編的一本論文集《比較文學的墾拓在台灣》的序文裡正式啟用，但是十四年來，國內外學者對我們啟用的真相理解有偏頗，故筆者把我們當時提出宣言，建立「中國學派」的前因後果加以澄清，還歷史以「真相」。在建立這一學派的有關方法學和理論建設，筆者認為應循底下三個步驟或階段來推行：（一）模仿和套用西方的理論和方法，（二）考驗、調整、修正以及擴大西方的術語，理論模子，（三）發掘新的文學理論模子，找出文學創作的一般法則和共同規律。建立中國學派是為了擴大中西比較文學的範疇，並非僅僅為了把比較文學「中國化」而已。
• 英文摘要： This paper intends to accomplish two things: to clarify who first advocated the foundingof the Chinese School of comparative literature, and to suggest measures and strategies forconsolidating the theoretical bases of the named school. To highlight Chinese Scholars’possiblecontribution to comparative literature in the long run, Dr. Tim-hung Ku and I initiated ad-vocating for the founding of a“Chinese School”in our preface to Comparative literatureStudies in Taiwan（1976), the first anthology of its kind in the history of east-west comparativeliterature. Scholars’support of our advocacy, since then, has long been far from being un-animous, and this is the very reason which prompts me to write this paper to reinforce ourendeavor and to illuminate the background against which we first raised our watchword. More-over, for working out a feasible methodology and for fortifying the theoretical bases for thisschool, I suggest that comparatists follow these three steps/stages: 1) to imitate and applyWestern theories and methodologies in doing research; 2) to test Western literary nomenclatureand theoretical models against Chinese literary texts so as to adjust, modify, and expand theirvalidity and applicability; 3) to explore new literary models, and to seek for universals andcommon poetics for literary studies and creation. Founding the Chinese School is to broadenthe sphere of comparati ve literature，not merely to“sinify”it.
• 中文關鍵字： the Chinese school; thoeretical models; universals; common poetics; methodology; "golden mean"school; the Explication School; rapports de fait
• 英文關鍵字： --