|並列篇名||Military Writing of “Fourth-Grade” Reserve Officer Writers in Taiwan: The Case of Hsiao Yeh, Tu Yeh and Wu Ming|
|關鍵字||軍旅書寫 、 軍旅經驗 、 小野 、 渡也 、 吳鳴 、 military writing 、 military experience 、 Hsiao Yeh 、 Tu Yeh 、 Wu Ming|
After Taiwan’s conscription order issued in 1951, all male citizens in Taiwan would need to join the army when they are 18 years old. However, the compulsory servicemen only possess the status of soldiers temporarily, and the reserve officers were regarded as “elites” in the past because only those university graduates were qualified for application and the acceptance rate was low. This paper focuses on writers Hsiao Yeh, Tu Yeh and Wu Ming, who were born in the 1950s (the so-called “fourth grade” generation; part of the first generation born after WWII) and had once served as reserve officers, in order to explore how the army turned the already famous young writers into soldiers and their self-adjustment in the army. It is found that, in the army, personal objects are replaced by collectively distributed objects, thus “leaving off” the youths’ original living environment; besides, the individuals could not control military operations and could only fully cooperate with the army, making it convenient for the army to shape the youths into objects fitting nicely into its design. Different from the knowledge activities in the university, the labor activities and physical training in the army make the reserve officer writers feel ashamed due to the unfamiliar feeling. Moreover, their physical weakness would make them understand the impact of aging on human bodies earlier, compared to their counterparts outside the army. However, the reserve officers find a foothold by calling their comrades brothers. Writing also becomes a way for them to resist ailment when injured. Overall, their writings indicate how military service had been regarded as an honorable act at that time and how their identification with “aggressive masculinity” had revealed the permeation of military governance among male citizens’ life experience through a coming-of-age discourse.