ABSTRACT
The traditional pedagogical approach to understanding Daoist classics is through non-fiction, either in the form of early commentaries or modern scholarly exegesis. One shortcoming of this approach, acknowledged by scholarly commentators, is that these texts are structured to resist standard exegesis. Apophasis, deliberately obscure authorship, multiple genres, and explicit condemnation of objective truth claims can make it feel as if the act of interpretation violates the text, insofar as how the text signifies seems equally important as what it signifies. This chapter explores the pedagogical strategy of using fiction as an alternative form of exegesis that avoids these potential pitfalls and explores the relationship of genre and authorship to the significance of a text. It takes as its focus a short play by the Chinese author Lu Xun, which features the author of the eponymous Daoist classic the Zhuang Zi. By exploring the difference between Lu Xun’s fictional “commentary” and traditional non-fiction approaches, the chapter demonstrates how using literature to understand Daoist classics offers unique insights and an accessible pedagogical introduction to critical questions about authority, authorship, and the significance of religious texts.
