文學院

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院成立於民國44年，歷經50餘年的銳意發展，目前設有國文、英文、歷史、地理、臺文等5個學系、翻譯和臺灣史2個獨立所，以及全球華人寫作中心和國際臺灣學研究中心。除臺史所僅設碩士班，其餘6個系所均設有碩、博士班；目前專兼任教師近250人，學生約2500餘人。

本院早期以培養優秀中學國文、英文、歷史和地理教師為鵠的，臺灣中學語文和史地教育的實踐與成功，本院提供不可磨滅的貢獻。近年來，本院隨師範體系轉型而調整發展方向，除維持中學師資培育的優勢外，也積極朝理論研究和實務操作等面向前進。目前，本院各系所師培生的教師檢定通過率平均在95%以上；非師培生在文化、傳播、文學、應用史學及環境災害、地理資訊系統等領域發展，也已卓然有成。

本院各系所教師的研究能量極為豐富，參與國內外學術活動相當活躍。根據論文數量、引用次數等指標所作的學術力評比，本院居人文領域全國第2名。各系所之間，無論是教師的教學與研究，或學生的生活與學習，都能相輔相成、榮辱與共，彼此渾然一體，足堪「為師、為範」而無愧。

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Author: search.filters.author.Maniushree S. KumarSubject: search.filters.subject.Intertextuality

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    Morrison's Realization
    (英語學系, 2002-01-??) Maniushree S. Kumar
    Realization (1996) is part of Madison Morrison’s vast and ongoing cosmological epic sequence. In it the author juxtaposes the moment-to-moment empirical perceptions of a narrative consciousness in the late 20th-century U.S.A. with short passages from the classic sacred texts of India—the Upanishads, Dhammapada and Bhagavad Gita. Here, by focusing on the temporal effects of this juxtaposition, I explore the ways in which Realization combines (interweaves, interplays) modernist and postmodernist techniques. The Indic intertexts, a kind of metaphysical and ethical discourse “spoken” from outside the immediate temporal context or present of the narrative proper, that is, from a position in the remote past which can equally be seen as the remote future, in various ways “put into play” the empirical narrative discourse—reinforcing but simultaneously undermining and putting it in question, laying bare its essential fleetingness, emptiness. Thus while the empirical narrative suggests, imitates, parodies certain high modernist forms, the decentering or destabilizing effect of the Indic intertexts suggests a postmodernist (self-) “distancing” at work on another level. The ironic force of these intertexts is, after all, fundamentally temporal: it distances the grounding (“self-present”) narrative from itself, and thereby forces us—to cite a Jamesonian description of postmodernism—to “see the present historically in an age which has forgotten how to think historically in the first place.”