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Academic literature on the topic 'Bildungsroman'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "Bildungsroman"

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Sirković, Nina. "CHARACTERS IN BILDUNGSROMAN: FROM PARADIGM TO PARODY (Junaci Bildungsromana: od paradigme do parodije)." Folia linguistica et litteraria X, no. 28 (December 26, 2019): 73–99. http://dx.doi.org/10.31902/fll.28.2019.5.

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The paper discusses the Bildungsroman as a subgenre of the novel regarding main characters of two German Bildungsromans, Goethe’s Wilhelm Meister from the novel Wilhelm Meister’ Apprenticeship and Thomas Mann’s Hans Castorp from the novel The Magic Mountain. First are considered theoretical assumptions of the Bildungsroman in general and then its position in 20th century when modern writers abandon notion of the hero as a fuly developed, stable and coherent character and give space to reflections, recollections and stream of consciousness. The central part of the paper deals with analyses of main characters of two Bildungsromans, Goethe’s Wilhelm Meister, the main character of the novel which is considered as a paradigm of the subgenre, and Mann’s Hans Castorp, as a parodied character from the Bildungsroman of 20th century. Key words: Bildungsroman, Goethe, Wilhelm Meister’s Aprenticeship, Thomas Mann, The Magic Mountain, parody.

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Pohl, Peter C. "Der west-östliche Bildungsroman der Gegenwart. Ein Vergleich von Judith Schalanskys Der Hals der Giraffe. Bildungsroman (2012) und Gerhard Henschels Bildungsroman (2014)." Literatur für Leser 42, no. 3 (January 1, 2022): 231–48. http://dx.doi.org/10.3726/lfl.2019.03.05.

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Abstract Gerhard Henschels autofiktionaler Romanzyklus um Martin Schlosser weist neben diversen anderen Texten auch einen Bildungsroman auf; allerdings stellt sich die Frage, inwieweit der Titel auch als Gattungsbezeichnung ernst zu nehmen ist. Die Gründe, die dagegen sprechen, sind zahlreich und gewichtig. Der vorliegende Aufsatz versucht nicht erst, diese Gründe zu entfalten, sondern verfolgt einen anderen Weg: Ausgehend von Goethes Wilhelm Meisters Lehrjahre und einer Gattungsdiskussion und -neubestimmung des Bildungsromans liest er Henschels Text als einen Bildungsroman der Gegenwart und fundiert seine Lektüre im Vergleich mit einem anderen zeitgenössischen Text, der sich zwar auch Bildungsroman nennt, gleichfalls aber am ehesten noch als Genre-Parodie für die Bildungsromanforschung brauchbar scheint: Judith Schalanskys Der Hals der Giraffe. Bildungsroman. Das Ziel ist es, einerseits die Bildungsromanforschung an die Gegenwart heranzuführen, andererseits die Notwendigkeit des Genres für die Reflexion der gesamtdeutschen Gegenwart mit ihren ästhetisch-medial-kulturellen Spezifika aufzuzeigen. Dabei fällt auf: Wie der Bildungsroman Goethes bildet(e) sich die deutsche Gegenwart weder nur integrativ und harmonisch noch nur desintegrativ und disharmonisch.

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Assis, Érico, and Ian Gordon. "Cruzando gêneros." 9ª Arte (São Paulo) 6, no. 1-2 (August 20, 2018): 7–17. http://dx.doi.org/10.11606/2316-9877.2017.v.6i1-2e149159.

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Discute as graphic novels sob o ponto de vista das Bildungsromane, defendendo que elas propõem uma modalidade de Bildungsroman na qual o processo é mais importante que o desfecho. Enfoca especialmente as narrativas autobiográficas em quadrinhos, analisando a obra Fun Home, de Alison Bechdel.

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Sardella-Ayres, Dawn, and Ashley N. Reese. "Where to from Here?" Girlhood Studies 13, no. 1 (March 1, 2020): 33–49. http://dx.doi.org/10.3167/ghs.2020.130104.

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In this article, we seek to articulate a genre theory-centered definition of girls’ literature, and interrogate its subgenre, the girl’s bildungsroman, as contextual, cultural sites of rhetoric regarding girls and girlhood. By exploring English-language North American girls’ literature, we identify it within a framework of genre as social action, tracing the protagonists’ maturation into the socially determined roles of wife and mother. We explore the ways in which the girl’s bildungsroman follows a home-away-home model, but with the end result of socially acceptable community integration, rather than the boy’s bildungsroman’s culmination in heroic independent identity via quests and adventures.

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Black, Malachi. "Bildungsroman." Prairie Schooner 89, no. 4 (2016): 78–79. http://dx.doi.org/10.1353/psg.2016.0000.

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Birdsong, Destiny O. "Bildungsroman." Pleiades: Literature in Context 39, no. 1 (2019): 138–39. http://dx.doi.org/10.1353/plc.2019.0040.

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Koval, Martín. "El sistema Bildungs/Anti-Bildungsroman para especialistas: combatiendo una tentación posmoderna." Badebec 12, no. 24 (April 10, 2023): 128–48. http://dx.doi.org/10.35305/b.v12i24.593.

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Este trabajo parte de la constatación de un doble inconveniente en torno al uso del término “Bildungsroman”. Por un lado, que ninguna de las obras tradicionalmente consideradas Bildungsromane encaja realmente en la concepción de una integración armoniosa del individuo a la sociedad. Por otro, que es una etiqueta que, en las últimas décadas, parece aplicar a casi cualquier producto cultural que tenga como protagonista a un adolescente. Aquí se buscará superar estas dos posiciones extremas delimitando lo que preferimos llamar sistema Bildungs/Anti-Bildungsroman respecto del macrogénero más abarcador de la novela evolutiva. El supuesto para hacerlo es que en el primer caso se activa una competencia genérica propia de un lector más especializado y que esto es lo que le permite al receptor ligar la obra dada con su hipotexto, el Wilhelm Meister de J. W. Goethe. Esta dependencia de una obra fundacional, que solo un determinado tipo de receptor está en condiciones de reconocer, es elevada así, junto con la premisa de la historicidad y “alemanidad” del “sistema”, a criterio central.

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Srikanth, Siddharth. "National Sovereignty and the Postcolonial Bildungsroman." Genre 56, no. 3 (December 1, 2023): 283–307. http://dx.doi.org/10.1215/00166928-10779300.

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Abstract Recent scholarship on the bildungsroman highlights the ideological implications of bildung in relation to empire and human rights discourse. This essay adds to that scholarship by reading the postcolonial bildungsroman as an expression of the erosion of national sovereignty after decolonization. Bildung in post-SAP (Structural Adjustment Program) novels is contested because the development of a fully modern personality—rational, cosmopolitan, economically agentive, entrepreneurial, nonadversarial—privileged by modernization theory and global institutions symbolically undermines the political sovereignty promised by decolonization. Through an analysis of Pankaj Mishra's The Romantics, this essay argues that such contestation of bildung in post-SAP postcolonial bildungsromans generates narratives of negation in which the imagining of bildung is always deferred to imaginative and political futures. In The Romantics, bildung turns into an enduring historical trauma; Mishra juxtaposes various trajectories of individual and national growth both before and after India's adoption of SAP policies in 1991 to show how the symbolic realization of full and free personality development would paradoxically negate the claims to sovereignty that elevate such personality development as an expression of successful modernization. In The Romantics, as in Chimamanda Adichie's Purple Hibiscus and Mohsin Hamid's How to Get Filthy Rich in Rising Asia, the negation of successful bildung—and the deferral of fully formed visions of “development”—become the only registers in which to register liberatory growth in the peripheries of the capitalist world-economy.

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Sumathi, Mrs E., Dr B. Kogilavani, and Mrs M. Sumithasree. "Bildungs Roman in Avni Doshi’s ‘Girl in White Cotton”." Journal of University of Shanghai for Science and Technology 23, no. 11 (November 6, 2021): 1–12. http://dx.doi.org/10.51201/jusst/21/10874.

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The term “Bildungsroman” is a literary genre. The German word Bildungsroman means “novel of education” or “novel of formation”. It deals with the particular person‟s intellectual and ethical growth from the childhood to adulthood. Avni Doshi „s „Girl in White Cotton”relates the growing up or “coming of age” of a protagonist. Bildungsroman also deals with the conflict between the main character and society, where the protagonist tend to accept the social value. This paper brings out the Bildungsroman based novel.

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Santos, José Lucas Zaffani dos, and Wilma Patricia Maas. "Aspectos diluídos do Bildungsroman em Extinção – Uma derrocada, de Thomas Bernhard." Literatura e Sociedade 23, no. 28 (December 6, 2018): 246–62. http://dx.doi.org/10.11606/issn.2237-1184.v0i28p246-262.

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O objetivo deste artigo é destacar algumas características do conceito de Bildungsroman presentes na obra Extinção – Uma derrocada (1986), de Thomas Bernhard. O termo Bildungsroman surge associado à obra Os anos de aprendizado de Wilhelm Meister (1795-1796), de Goethe. No entanto, uma vez que os pressupostos históricos presentes no paradigma goethiano se alteraram, os elementos do Bildungsroman encontram-se diluídos nas obras que apresentam traços desse gênero. O romance Extinção possui semelhanças com o programa narrativo do Bildungsroman, contudo elas estão presentes de maneira diluída.

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Dissertations / Theses on the topic "Bildungsroman"

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Tibbs, Sara Faith. "Queering the Bildungsroman : homosexuality in the Bildungsromane of Jeanette Winterson and Alan Hollinghurst." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676612.

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Fontanella, Marco Antonio Rassolin. "A montanha magica como Bildungsroman." [s.n.], 2000. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269356.

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Orientador: Jeanne-Marie Gagnebin de Bons
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-07-26T19:53:16Z (GMT). No. of bitstreams: 1 Fontanella_MarcoAntonioRassolin_M.pdf: 26891013 bytes, checksum: cacaa68b8a452eedd83017e52aed2e89 (MD5) Previous issue date: 2000
Resumo: A presente dissertação de mestrado dedica-se a verificar como o romance de Thomas Mann A montanha mágica poderia filiar-se ao gênero literário do Bildungsroman. Sua introdução é um breve comentário sobre o estabelecimento do gênero literário do Bildungsroman enquanto tal, seguido de um excurso, igualmente breve, aos temas que ocupavam Thomas Mann aquando da redação deste seu romance, mediante a identificação de temas centrais das Betrachtungen eines Unpolitischen (Considerações de um apolítico). Feito isto, parte-se ao trabalho propriamente dito de pôr A montanha mágica ao lado do romance de Goethe Anos de aprendizado de Wilhelm Meister, paradigma do gênero em causa, para investigar o proveito em lê-Io como Bildungsroman. A própria questão sobre o que seria efetivamente um Bildungsroman desperta polêmica até os dias atuais. Discutir A montanha mágica na qualidade de Bildungsromanimplica,pois - sempretacitamente-, em voltar à pergunta sobre o que teria feito dos Anos de aprendizado de Wilhelm Meister o primeiro romance de uma série que constituiu tradição dentro da literatura de língua alemã. Mas esta pergunta não é apresentada como tal no corpo do texto, pois o que se pretendeu foi cingir-se a aproximar ambos os romances e esclarecer como este expediente é eficaz para compreendê-Ios. Seja como for, espera-se que mesmo a investigação do gênero tomada em si mesma sempre possa aproveitar-se das diversas incursões que se têm feito ao longo do tempo àquelas obras a ele imputadas
Zusammenfassung: In der vorliegenden Arbeit wird der Frage nachgegangen, inwieweit Thomas Manns Roman Der Zauberberg der literarischen Gattung des Bildungsromans zugeordnet werden kann. Die Einleitung der Arbeit besteht aus einem Kurzkommentar über die Entstehung der literarischen Gattung des Bildungsromans; dem folgt, indem die zentralen Themen aus Betrachtungen eines Unpolitischen bestimmt werden, ein Exkurs über die Themen, die Thomas Mann zur Zeit der Niederschrift des Romans beschãftigten. Im Hauptteil der Arbeit wird Der Zauberberg dem Roman von Goethe Wilhelm Meisters Lehrjahre - dem Paradigma der Gattung - zur Seite gestellt, und es wird untersucht, ob Thomas Manns Buch in produktiver Weise aIs Bildungsroman gelesen werden kann. Die Frage, was eigentlich ein Bildungsroman sei, ist auch in heutiger Zeit noch umstritten. Eine Betrachtung Des Zauberbergs aIs Bildungsroman impliziert aIso immer auch - wenngleich unausgesprochen - eine Rückbetrachtung der Gründe, die Wilhelm Meisters Lehrjahre zum ersten Roman einer Gattung werden lieBen, die sich dann - aus heutiger Sicht - aIs Tradition in der deutschsprachigen Literatur etabliert hat. Dieser Fragestellung wird jedoch im HauptteiI der Arbeit nicht nachgegangen, da dieser sich darauf beschrãnkt, beide Romane gegenüberzustellen, um dadurch aufzuklãren, ob dieser Weg geeignet ist, sie zu verstehen. Es wird jedoch gehofft, dass eine Untersuchung der Gattung aIs solche aus den verschiedenen Annãherungen, die im Lauf der Zeit an ihr unterstellte Werke gemacht wurden, Nutzen ziehen kann
Mestrado
Teoria Literaria
Mestre em Letras

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Stincone, Gianluca <1989&gt. "Bildungsroman tra Europa e Cina." Master's Degree Thesis, Università Ca' Foscari Venezia, 2013. http://hdl.handle.net/10579/3180.

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Il lavoro di tesi analizza il romanzo di formazione europeo e cinese. L'elaborato è strutturato in tre capitoli, anche se fondamentalmente si struttura in due sezioni principali. La prima sezione presenta in breve il romanzo di formazione europeo, analizza alcune delle opere rappresentative del genere letterario. Inoltre in questa prima sezione verranno brevemente presentati gli autori e i contesti storici dei romanzi analizzati. Per un analisi più approfondita verranno direttamente citati i testi europei. La seconda sezione si concentra sul contesto storico e letterario del Bildungsroman cinese dell'epoca Qing fino all'epoca contemporanea. In questa seconda sezione verranno inserite le traduzioni degli articoli accademici e un breve estratto del libro Il maestro della notte dello scrittore Bai Xianyong. In ultima analisi verrà effettuata una comparazione tra i due generi in ambito storico, sociale e culturale.

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Church, Joanne. "Jennifer Johnston and the Bildungsroman heroine." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61281.

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Jennifer Johnston, a contemporary Irish novelist, has written nine novels thus far encompassing a wide thematic range. While her protagonists include both male and female, in the three novels, The Old Jest, The Christmas Tree, and The Invisible Worm we witness the emergence of a new kind of heroine: the female Bildungsroman protagonist. I begin my study with a discussion of the traditional Bildungsroman as a male project, which traces the growth and self-development of an adolescent as he approaches maturity. A reformulation is then established allowing for a female version of the genre while differentiating between stories of the failure of development, such as Jane Eyre, and Johnston's stories where development is realized. I propose to demonstrate how Johnston's works exemplify the Bildungsroman form and also explore questions relevant to female development such as the protagonist's relationship to work, to love, to family, to tradition, and to writing.

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Rountree, Wendy Alexia. "THE CONTEMPORARY AFRICAN-AMERICAN FEMALE BILDUNGSROMAN." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin997212820.

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Forss, Christoffer. "Alice's Adventures in Wonderland : A Feminist Bildungsroman." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-27301.

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This thesis has two aims. The first one is to elucidate how Alice’s Adventures in Wonderland (1865) functions as a Bildungsroman, and the other one is to demonstrate how the novel also has a coming of age aspect based on feminism. Whilst Alice matures in the traditional sense, she also in parallel does so as a stronger female fighting for gender rights with signs of feminism. The feminist angle as well as the surreal world of Wonderland makes the novel a not very obvious Bildungsroman in a genre dominated by male protagonists. For Alice to be a young female child who ends up in a fantasy world thus makes her a very fascinating character. The central hypothesis of this thesis is that what Alice is exposed to and reacts to in Wonderland generally reflects the genre of a Bildungsroman and also specifically a feminist Bildungsroman. Theoretical framework is based on the ideas of Franco Moretti, Mikhail Bakhtin, Thomas Jeffers, Carol Lazzaro-Weis, George Eliot and Elizabeth Drew Stoddard, as well as novels by Eliot and Stoddard. This includes dynamic protagonists, unpredictable development, symbols of modernity, the quest for universality, and minor characters who make sure that the protagonist develops, as well as feminist struggle by means of disregarding the ‘cult of true womanhood’ in a genre and society dominated by men.

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Bristow-Smith, Adam. "Growing up neoliberal : the Bildungsroman under neoliberalism." Thesis, University of York, 2018. http://etheses.whiterose.ac.uk/20597/.

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Since the 1970s, the world has seen the ascendance of a new form of global capitalism and, underlying it, a new ideology with its own set of core beliefs and assumptions: neoliberalism. The rise of neoliberalism has had a profound effect on society, culture, and life worldwide. This thesis offers an analysis of one part of that broader socio-cultural picture. It explores how a specific cultural form with a particular societal focus, the literary genre of the Bildungsroman, has been adapted by authors seeking to use the genre to address the dominant political-social system of their day. The Bildungsroman has its roots in the rise of capitalism, and the exploration of certain socio-political problems is central to the genre through its core focus on the relationship between human development, the individual, and society. As such, the rise of a new, dominant form of capitalism has particular significance for it. Taking four novels by four significant authors from across the lifespan of neoliberalism – Ursula K. Le Guin’s The Dispossessed (1974), David Foster Wallace’s Infinite Jest (1996), Margaret Atwood’s Oryx and Crake (2003), and Roberto Bolaño’s 2666 (2004) – this thesis examines how each author has sought to examine, reclaim, redeploy, and problematise the genre in order to address neoliberalism. Two key features of neoliberalism are of particular significance here: neoliberal ideology’s individualised models of human behaviour and societal functioning, and neoliberal capitalism’s global dominance and systemic functioning. Each case-study demonstrates something about how these aspects of neoliberalism have overlapped with, co-opted, and undermined core elements that enable the Bildungsroman to function as a tool for socio-political exploration and critique, and so about how neoliberalism functions culturally. Through these analyses, this thesis explores not only what neoliberalism can tell us about the Bildungsroman but also what the Bildungsroman can tell us about neoliberalism.

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Cunill, Rebeca. "El Bildungsroman femenino de Ángeles Mastretta y Carmen Boullosa: Hacia una perspectiva posmoderna." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2497.

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The traditional Bildungsroman that originated in Europe toward the end of the 18th Century embodied the concept of progress and the belief in the Enlightenment ideals of universality, knowledge and the search for truth. In the classic model of the genre the values of the society represented, those of modernity, are ultimately legitimized. In this dissertation, I argue that the female Bildungsroman of Ángeles Mastretta and Carmen Boullosa respond to a fundamentally postmodern aesthetics and ideological framework. In their novels, “Arráncame la vida” (1985), “Antes” (1989), “Mal de amores” (1995) and “Treinta años” (1999), the Mexican writers challenge the legitimacy of the modern ideals of progress and individual maturity that characterized the traditional, European, male Bildungsroman. These texts reject the essentialist and utopian representation of progressive personal growth and achievement that would invariably lead to a fixed state of maturity. My study of Mastretta’s and Boullosa’s representations of the Bildung process draws on postmodern theories such as those proposed by Jean-François Lyotard, Linda Hutcheon and Zygmunt Bauman, among others. Their protagonists’ subversive and contestatory attitudes toward many of modernity’s most disseminated master narratives –the traditional concept of maturity, of a coherent sense of self and of childhood and adolescence as steps toward a definitive personal identity, suggest a revision of the traditional principles of the genre. In the context of contemporary Mexican society, these texts ultimately suggest the inadequacy of the conventional form of the coming of age novel to represent the process of individual development. In postmodern Mexico, as this study demonstrates, the referents of modernity have lost their hegemonic value and therefore, the conventional model of the coming of age novel must be reinvented. The implications of the novelists’ reconceptualization of the genre are twofold; on the one hand, it suggests an emancipatory defiance of the modern concepts of individual progress and perfectibility, while on the other, it demands a high degree of tolerance toward the ambiguous and plural nature of postmodern representations of women’s formative journeys.

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Ritchie, Nicol James Samuel. "‘Passion Du Sens’ for an Australian Novella-Bildungsroman: an Australian fiction writer’s purpose-driven exploration of the novella-Bildungsroman form." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15493.

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This thesis consists of a novella and an accompanying exegesis. The exegesis is a critical reflection on the process of creative writing and research that resulted in The Deaths (the novella-Bildungsroman here included). The fiction-writing process also hinged on the periodic specialist-reader feedback of my supervisor, which was brought to bear at various major draft stages. The practical impact of this feedback is also reflected in the exegesis. The exegesis is by no means offered as exhaustive, or prescriptive; it is not a manifesto on how to write a novella-Bildungsroman (or, more specifically a novella-Künstlerroman/artist’s-novel). Rather, taken with the fictional product, this praxis-oriented writing may indirectly, or, in principle, inform a literary creative writing process through the cycles of planning, composition, revision, research and re-development. Read in conjunction with the novella, the exegesis may provide apprentice novellaists with a working definition of a particular contemporary Australian novella-Bildungsroman: one that is flexible, genre-focused, research-driven and evidence-based. It is hoped that writers will find useful the practical insights into the dominant structural forces and modalities that shaped The Deaths as a hybrid genre (novella-Bildungsroman), and those less central, sub-generic, elements which also pertain to The Deaths. Similarly, the literary-critical principles engaged with to address the challenges of realising this novella-Bildungsroman may be useful for contemporary Australian creative writers of ‘literary’ fiction.

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Tuna, Emma. "Weibliche Bildungsromane des 21. Jahrhunderts : Zwei weibliche Bildungsromane des 21. Jahrhunderts im Vergleich mit den männlichen und weiblichen Muster des Bildungsromans des 18. und 19. Jahrhunderts." Thesis, Högskolan Dalarna, Tyska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-25776.

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This thesis examines the patterns of the contemporary female Bildungsroman in terms of the female and male patterns of the protagonist using two contemporary Bildungsromans; Judith Schalansky’s Der Hals der Giraffe and Linda Solanki’s Dem See entlang Richtung verlorene Jugend. The contemporary protagonists are put into comparison to the traditional ones of the 18th and 19th century, when the Bildungsroman emerged as a genre. The traditional protagonists were bound to different experiences depending on their gender, and this thesis examines how the contemporary protagonists have evolved, and if the female protagonists are showing tendencies towards traditional female or male patterns.

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Books on the topic "Bildungsroman"

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Elvira, Carlos Contreras. Bildungsroman. Sevilla: Editorial Point de Lunettes, 2007.

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Pištalo, Vladimir. Venecija: Bildungsroman. Zrenjanin: Agora, 2011.

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Mayer, Gerhart. Der deutsche Bildungsroman. Stuttgart: J.B. Metzler, 1992. http://dx.doi.org/10.1007/978-3-476-03438-0.

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Selbmann, Rolf. Der deutsche Bildungsroman. Stuttgart: J.B. Metzler, 1994. http://dx.doi.org/10.1007/978-3-476-04101-2.

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Tschirner, Susanne. Der Fantasy-Bildungsroman. Meitingen: Corian-Verlag, 1989.

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Selbmann, Rolf. Der deutsche Bildungsroman. 2nd ed. Stuttgart: J.B. Metzler, 1994.

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Wackwitz, Stephan. Neue Menschen: Bildungsroman. Frankfurt am Main: S. Fischer, 2005.

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1953-, Basara Svetislav, ed. Džon B. Malkovič: Bildungsroman. Beograd: Narodna knjiga ; Alfa, 2001.

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Kummer, Tom. Jackie!: Ein Body-Bildungsroman. Berlin: Ullstein, 1999.

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Vázquez, José Santiago Fernández. Reescrituras postcoloniales del Bildungsroman. Madrid: Editorial Verbum, 2003.

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Book chapters on the topic "Bildungsroman"

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Maynard, John R. "The Bildungsroman." In A Companion to the Victorian Novel, 279–301. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996324.ch17.

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Ribke, Nahuel. "Unorthodox Bildungsroman." In Multilingual Fiction Series, 86–115. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003378112-5.

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Mayer, Gerhart. "Der Sozialistische Bildungsroman." In Der deutsche Bildungsroman, 341–90. Stuttgart: J.B. Metzler, 1992. http://dx.doi.org/10.1007/978-3-476-03438-0_10.

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Hartung, Heike. "Reifungsroman/Vollendungsroman/Bildungsroman." In Encyclopedia of Gerontology and Population Aging, 1–6. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-69892-2_255-1.

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Selbmann, Rolf. "Der Begriff »Bildungsroman«." In Der deutsche Bildungsroman, 7–26. Stuttgart: J.B. Metzler, 1994. http://dx.doi.org/10.1007/978-3-476-04101-2_2.

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Pecic, Zoran. "Queering the Bildungsroman." In Queer Narratives of the Caribbean Diaspora, 134–57. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137379030_5.

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Hartung, Heike. "Reifungsroman/Vollendungsroman/Bildungsroman." In Encyclopedia of Gerontology and Population Aging, 4212–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-22009-9_255.

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Ehnenn, Jill R. "Reorienting the Bildungsroman." In Lucas Malet, Dissident Pilgrim, 147–64. New York, NY : Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429052705-8.

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Mayer, Gerhart. "Einführung." In Der deutsche Bildungsroman, 12–30. Stuttgart: J.B. Metzler, 1992. http://dx.doi.org/10.1007/978-3-476-03438-0_1.

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Mayer, Gerhart. "Exkurs." In Der deutsche Bildungsroman, 391–406. Stuttgart: J.B. Metzler, 1992. http://dx.doi.org/10.1007/978-3-476-03438-0_11.

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Conference papers on the topic "Bildungsroman"

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CARAMAN, Vlad. "Teaching the elements of Bildungsroman. „La Medeleni” by Ionel Teodoreanu." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v3.24-25-03-2023.p11-14.

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The article proposes an analysis of the elements of Bildungsroman from Ionel Teodoreanu’s novel La Medeleni. The analysis is done in order to inform the students about the elements that make the novel a Bildungsroman. It is about certain circumstances and events that the characters (Danut, Olguta and Monica) go through, following which they evolve in terms of acquiring life experience. They educate themselves by becoming different, maturing, eventually. They are natural stages of childhood, preadolescence and adolescence. It is important to detect these moments because they are the basis of the development of the character as a personality.

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Kareem, Bekhal. "Self-Reformation in Charlotte Brontë’s novel Jane Eyre: A Moral Approach." In 3rd International Conference on Language and Education. Cihan University-Erbil, 2023. http://dx.doi.org/10.24086/iclangedu2023/paper.946.

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The chosen work, Jane Eyre, is classified as a bildungsroman novel, which emphasizes the moral growth of the title character. Jane Eyre’s journey toward maturity and making her dreams into reality seems challenging, as she has to reform herself to harmonize herself with the patriarchal society that she lives in. Through this journey, Jane has to go through various difficult situations to be able to cope with expected social norms and develop moral reasoning. Therefore, the present paper uses a moral approach to analyze the main character’s moral development. This paper illustrates how Jane, during her journey of moral development, has been influenced by some main and major characters in the chosen literary text, from whom she could learn how to act according to Victorian social norms and gain what she wants without being cast out.

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Caraman, Vlad. "Accente satirice la Constantin Stere vs Ion Luca Caragiale." In Ion Luca Caragiale și personajele sale emblematice (170 de ani de la naștere). “Bogdan Petriceicu-Hasdeu” Institute of Romanian Philology, Republic of Moldova, 2022. http://dx.doi.org/10.52505/ilc.170.2022.02.

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În acest articol se face o paralelă între Bildungsromanul lui Constantin Stere În preajma revoluţiei cu unele comedii ale lui Ion Luca Caragiale. Se accentuează, în special, aspectele care ţin de specificul satirizării în opera celor doi. Se are în vedere satirizarea societăţii româneşti de la finele secolului al XIX-lea – începutul secolului al XX-lea. La fel se fac referiri şi la literatura universală. Astfel că opera literară a acestor doi scriitori însumează comicul de situaţie, de caracter, de nume, de limbaj şi actualizează, într-un context satirizant şi prin intermediul personajelor reprezentative, grave probleme umane şi sociale.

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