Leseprobe
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The German Bildungsroman from Wieland to Hesse
Martin Swales
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Belletristik / Essays, Feuilleton, Literaturkritik, Interviews
Beschreibung
Although some of the most distinguished German novels written since about 1770 are generally considered to be Bildungsromane, the term Bildungsroman is all too frequently used in English without an awareness of the tradition from which it arose.
Professor Swales concentrates on the roles of plot, characterization, and narrative commentary in novels by Wieland, Goethe, Stifter, Keller, Mann, and Hesse. By pointing out that the goal in each work is both elusive and problematic, he suggests a previously unsuspected ironic intent. His analysis adds to our awareness of the potentialities inherent in the novel.
Originally published in 1978.
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Hugo von Hofmannsthal, Gottfried Keller, Immanuel Kant, Jude the Obscure, German idealism, Arthur Schopenhauer, Gotthold Ephraim Lessing, Hermann Hesse, Archimedean point, Festschrift, Narrative, Novel, The Glass Bead Game, Friedrich Spielhagen, Ludwig Feuerbach, Candide, Hans Mayer, Wilhelm Raabe, Wilhelm Meister's Apprenticeship, Verisimilitude, Thomas Carlyle, Bildungsroman, Samuel Richardson, Erwin Strittmatter, Wilhelm von Humboldt, Subjectivism, Friedrich Schleiermacher, Historicism, Modris Eksteins, German literature, The Magic Mountain, Wilhelm Dilthey, Agathon, Nathalie Sarraute, J. P. Stern, Antithesis, Karl Gutzkow, Picaresque novel, Arnold Zweig, Johann Wolfgang von Goethe, Daniel Defoe, Bildung, Wieland (novel), Karl Philipp Moritz, Robert Musil, Biedermeier, Rainer Maria Rilke, Ralf Dahrendorf, Idealism, Classicism, Friedrich Theodor Vischer, George Meredith, Gustave Flaubert, Romanticism, Friedrich Gottlieb Klopstock, Frank Kermode, Erkenntnis, Ludwig Tieck, Friedrich Meinecke, Theodor W. Adorno, Robert M. Pirsig, Genre, Excursus, English novel, Bedeutung, Georg Wilhelm Friedrich Hegel, Sturm und Drang, Die Zeit, Theodore Ziolkowski, Lothario