中文摘要
時代巨輪行至今日，在全球化的衝擊下，「世界公民」(global citizen)的概念隨之而起。如果說在美國帝國主義的推波助瀾下，全球化等同某程度的美國化，那麼美國公民的研究有助於我們了解世界公民的可能意涵。
霍桑為美國文藝復興運動中的健將，他模擬兩可的敘事手法(ambiguity and ambivalence)向來被認為複雜難解而令人扼惱。由於他曾擔任波士頓海關的公職，霍桑對山姆叔叔旗下的眾生相有其非常入世的觀察，尤其後來政治因素迫使他下台，讓他對美國政府機制對人的影響有非常深刻的體會與批判。
本論文擬從傅柯在「訓誡與懲罰」(Discipline and Punish)中所提的訓誡機制來檢視霍桑的作品中人物受國家機制馴服的過程，及羅曼史之為文學形式對檢視個人主體性的可能貢獻。
序文中簡單提出在美國文學與美國文化中意識型態對文學研究的影響，並大略點出各章要點。第一章藉由殖民時期的故事「我的親戚密莫利諾少校」探討美國在革命獨立之初，國家機器對美國個人身為公民的衝擊。第二章由海絲特的故事檢視個人被政治力量及宗教規範馴服的模式，特別是海絲特佩帶猩紅的A字對整個社區所造成連帶的教化功能。第三章回顧海絲特在訓誡過程中明顯表現的抗拒，並比較海絲特在人前的莊重自持與面對珠兒時的不安，進而推論令海絲特真正馴服的是母親的身份。第四章直陳海絲特最後只有自願回到波士頓真心懺悔，才終於能確立更受尊敬的公民身份。經由回顧霍桑在「紅字」楔子－『海關』所言﹕「我是他處的公民」，反省個人主體性的可能。結論以為：霍桑提議家庭是教養良好公民更理想的場域，並憑藉羅曼史中模擬兩可的書寫策略對國家機器的運作方式提出省思。論文的中文標題--承蒙口試委員建議--「戒律與閨怨」意在突顯海絲特在清教徒社會中受訓誡(discipline)的衝擊與內心對訓誡的抗拒。

Abstract
Nathaniel Hawthorne has conventionally regarded as a canonical writer in American Renaissance, and has invited discursive criticisms for his narrative ambiguity. American Romance has been a unique literary form for historical and cultural representations in American literature. Hence Hawthorne employs Romance as a unique instrument for his articulation of cultural criticism. As Hawthorne is not so detached from the public as commonly assumed, this thesis will take Hawthorne’s composition of Romance as his engagement in national culture.
Introduction will offer a historical and cultural background for an ideological interpretation of Hawthorne’s works, and give a rough picture of the following chapters. Chapter One looks into the necessity and urgency for discipline in a nation as an “imagined community,” and draws attention to the impact of institutional discipline on the individual as a citizen. Chapter two is devoted to the illustration of different layers of discipline with focus on literary and cultural strategy of cooptation. Apart from the Puritan scheme to make good citizens via religious discourse, like catechism, I will examine the state’s urge to discipline female sexuality via juridical mechanisms. Chapter Three will investigate potential resistance to the disciplinary power and demonstrate the inadequacy of such disciplinary codes. Chapter Four will explore the possibility of the subjectivity in the construction of wholesome citizenship. In Conclusion, with the examination of “discipline and its discontents,” I will reveal the inadequacies of such disciplinary norms for the creation of citizenship, and look into broader perspectives for the study.

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