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Journal articles on the topic 'Bildungsroman'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

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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2

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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4

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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5

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

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6

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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7

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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8

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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9

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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10

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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11

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): 252–68. http://dx.doi.org/10.11606/issn.2237-1184.v0i28p252-268.

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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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12

Kurth-Voigt, Lieselotte E., and Rolf Selbmann. "Der deutsche Bildungsroman." MLN 101, no. 3 (April 1986): 721. http://dx.doi.org/10.2307/2905622.

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13

Coley, Lem. "A Graphic Bildungsroman." American Book Review 42, no. 6 (2021): 25. http://dx.doi.org/10.1353/abr.2021.0104.

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14

Schoonebeek, Danniel. "Bildungsroman (Spare American)." Colorado Review 39, no. 2 (2012): 151–53. http://dx.doi.org/10.1353/col.2012.0117.

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15

Duncan, Ian. "Against the Bildungsroman." Modern Language Quarterly 80, no. 1 (March 1, 2019): 13–19. http://dx.doi.org/10.1215/00267929-7247230.

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16

Jack Hagopian, Kevin. "Film History’s Bildungsroman." American Journalism 8, no. 4 (October 1991): 266–73. http://dx.doi.org/10.1080/08821127.1991.10731385.

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17

Patrick Allen, Michael. "The Thatcherite Bildungsroman." Textual Practice 34, no. 12 (October 29, 2020): 2113–30. http://dx.doi.org/10.1080/0950236x.2020.1833532.

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18

Kadvany, John. "A Mathematical Bildungsroman." History and Theory 28, no. 1 (February 1989): 25. http://dx.doi.org/10.2307/2505268.

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19

Ramírez, Héctor. "A Broken Bildungsroman." American Book Review 35, no. 6 (2014): 17. http://dx.doi.org/10.1353/abr.2014.0125.

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20

Maas, Wilma Patrícia Marzari Dinardo. "Formação feminista e formação proletária: O Bildungsroman no Brasil." Pandaemonium Germanicum, no. 3 (November 5, 1999): 65. http://dx.doi.org/10.11606/1982-8837.pg.1999.63837.

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Der vorliegende Artikel zeigt, wie die Gattung Bildungsroman von der literarischen Tradition Brasiliens assimiliert wird. Anhand des Buches O 'Bildungsroman' feminino von Cristina Ferreira Pinto und des Aufsatzes Jorge Amado e o 'Bildungsroman' proletário von Eduardo de Assis Duarte wird der Prozeß nachvollzogen, durch den ein typisch europäisches Textgenre durch eine junge südamerikanische Literaturtradition aufgenommen wird.

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21

Garff, Joakim. "Either/Or Read as Bildungsroman." Kierkegaard Studies Yearbook 27, no. 1 (July 14, 2022): 3–33. http://dx.doi.org/10.1515/kierke-2022-0002.

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Abstract In this article, I investigate Either/Or’s generic affinity with the Bildungsroman. I demonstrate that it both imitates the topological structure (home-homeless-home) of this genre and that it is likewise composed of a number of formation narratives and tropes that mirror the Bildungsroman. This is documented by following the development of an often-overlooked textual figure at the conclusion of the second part of Either/Or and through a reading of “The Seducer’s Diary” as a demonic Bildungsroman with maieutic implications. Finally, I examine the relationship between the Bildungsroman and the Entwicklungsroman [novel of development] with particular attention to Kierkegaard’s late authorship.

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22

Le-Khac, Long. "Bildungsroman Hermeneutics in the Post–Civil Rights Era." American Literature 90, no. 1 (March 1, 2018): 141–70. http://dx.doi.org/10.1215/00029831-4326439.

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AbstractThis essay defines the problem of bildungsroman hermeneutics for literary criticism and social policy in the post–civil rights era. Examining critical responses to Sandra Cisneros’s The House on Mango Street, it argues that the traditional bildungsroman exerts a powerful hold on interpretations of minority mobility. Bildungsroman hermeneutics understands social relations as organized around individual development. This model undermines the collective politics many critics sense in Cisneros’s text and obscures her revisions of the genre. Furthermore, bildungsroman hermeneutics intersects with neoconservative arguments that helped to roll back civil rights reforms and stymie government interventions. To address the inequalities enduring after civil rights we must circumvent an individual-centered template that has shaped plots of narrative and social change. Part of a broader effort to decenter the bildungsroman (including the work of Maxine Hong Kingston and Gloria Naylor), Cisneros’s text can help us do so, if we can learn to read it otherwise.

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Abuhassan, Ali Sabri, and Mohd Nazri Latiff Azmi. "PSYCHOSOCIAL DEVELOPMENT PORTRAYED IN JANE AUSTEN’S EMMA." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 3, no. 2 (December 19, 2019): 185–200. http://dx.doi.org/10.30743/ll.v3i2.1387.

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This paper investigates the bildungsroman phenomenon as depicted in Jane Austen’s Emma (1817) by consulting Erik Erikson’s theory of psychosocial development as a framework of analysis. The most two conflicting readings in this regard could be best seen in Buckley’s (1974) claim which excluded Emma from the bildungsroman, for the genre has always been associated with the protagonist’s physical quest seeking maturity and social integration. However, Kohn (1995) read Emma as a domestic bildungsroman when he argued that Emma did not have to travel physical distances to achieve her maturity. For Kohn, Emma matured within her social sphere. This paper particularly traced Emma’s psychological and social development since this type of development is the basic ingredient of any bildungsroman novel. This paper argued that Emma cannot be read as bildungsroman not because the protagonist did set on a quest, as Buckley claimed, but mainly because Emma did not develop a sense of psychological or social maturation. After placing Emma in Erikson’s developmental stages, the study revealed that she did not really mature neither she realized her own identity. This paper proposed that Emma should not be classified as bildungsroman because the heroine distorted the real meaning of maturity and social integrity.

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Gómez Viu, Carmen. "El bildungsroman y la novela de formación femenina hispanoamericana contemporánea." Epos : Revista de filología, no. 25 (January 1, 2009): 107. http://dx.doi.org/10.5944/epos.25.2009.10609.

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El Bildungsroman es un género novelesco que, sin ser exclusivo ni originariamente alemán, llega a su forma clásica en Alemania. El término, del alemán Bildung (período de formación posterior a la fase correspondiente a la enseñanza primaria) y Roman (novela), es empleado para designar a las novelas cuyo tema principal es la representación literaria de las experiencias de un joven protagonista, desde su niñez o adolescencia hasta su madurez, en un proceso de aprendizaje cuya finalidad es lograr la consolidación de la personalidad del individuo y su integración en la sociedad. Asimismo este proceso formativo del protagonista evidencia el conflicto entre sus deseos y los intereses contrarios de la sociedad. De acuerdo con la crítica reciente, el Bildungsroman femenino difiere del tradicional género masculino tanto en los aspectos formales como en los hitos y metas del desarrollo y en las expectativas sociales que enfrentan las protagonistas de este tipo de relatos. Al igual que en los Bildungsromane masculinos los finales son variados y, al tratarse de un género socialmente condicionado, el éxito o fracaso de los protagonistas de estas novelas hay que interpretarlo a la luz del contexto social en el que se desarrollan. De hecho, las múltiples manifestaciones del proceso de desarrollo de los protagonistas de las novelas de formación cambian con el momento histórico y con las condiciones culturales y sociales de cada sociedad.

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Osmukhina, Olga Yurievna, and Ekaterina Pavlovna Ovsyannikova. "Functional role of a boundary in the genre tradition of the Bildungsroman (based on 1910s-1920s modernist prose)." Philology. Issues of Theory and Practice 17, no. 1 (January 12, 2024): 40–44. http://dx.doi.org/10.30853/phil20240006.

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The paper studies the phenomenon of a boundary in the Russian modernist prose of the 1910s-1920s (in the novels “Petersburg” by A. Bely, “We” by Ye. Zamyatin and the novella “The Childhood of Luvers” by B. Pasternak), which makes it possible to determine its functional role in the genre structure of the Bildungsroman. The aim of the research is to identify the functional role of the phenomenon of a boundary. Scientific novelty is accounted for by the fact that the paper is the first to consider the phenomenon of a boundary as a structural part of the Bildungsroman determining the gradual development of the hero’s personality. As a result, firstly, based on Yu. M. Lotman’s research, the types of boundaries represented in the modernist prose of the 1910s-1920s gravitating towards the Bildungsroman tradition (spatial, public (social) / familial, eschatological, ethical, psychological, threshold boundaries) were revealed. Secondly, it was found that a boundary is a fundamentally significant structural element of the Bildungsroman genre contributing to the protagonist’s gradual understanding of themself and the world: the hero’s acquisition of their own “self” and the program of their education are embodied by overcoming boundaries as a consistent feature of the Bildungsroman.

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Eccel, Daiane. "Um Bildungsroman fora do cânone? Rahel Varnhagen, A Vida De Uma Judia Alemã Na Época Do Romantismo, de Hannah Arendt." Educação e Filosofia 38 (July 19, 2024): 1–25. http://dx.doi.org/10.14393/revedfil.v38a2024-67980.

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Resumo: A principal biógrafa de Hannah Arendt, Elisabeth Young-Bruehl indaga se a obra de Arendt a respeito de Rahel Varnhagen não seria um tipo sui generis de Bildungsroman. Nossa proposta é investigar o livro de Arendt sob este questionamento: há elementos formativos neste trabalho de Arendt? Para enfrentar tal tema, nos propomos a discutir a relação entre o contexto histórico de Rahel, associado às suas experiências individuais segundo a leitura da própria Arendt. Nossa hipótese é que esta hibridez presente no texto de Arendt, ou seja, as instituições culturais em conflito com o sofrimento de Rahel, constituem sua própria formação. Neste sentido, a obra poderia ser lida como um Bildungsroman, ainda que a intenção de Arendt não fosse essa ao escrevê-la. Palavras-chave: Hannah Arendt; Romance de Formação; Educação; Estética A Bildungsroman outside the canon? Rahel Varnhagen, The Life Of Jewess Woman, by Hannah Arendt Abstract: The main biographer of Hannah Arendt, Elisabeth Young-Bruehl, wonders if the work from Arendt about Rahel Varnhagen would not be a sui generis type of Bildungsroman. This article proposes to investigate the book of Arendt under this question: are there, in fact, formative elements in the work Rahel Varnhagen: the life of a Jewish woman? To this end, we propose to discuss the relationship between historical context of Rahel associated with her individual experiences according to Arendt. Our hypothesis is that this hybridity present in this text from Arendt, that is, the cultural institutions in conflict with the suffering of Rahel, constitute her own formation. In this sense, the work could be read as a Bildungsroman, even though this was not the first intention for Hannah Arendt. Keywords: Hannah Arendt; Bildungsroman; Education; Aesthetics Ein Bildungsroman außerhalb des kanons? Rahel Varnhagen, Lebensgeschichte Einer Deutschen Jüdin Aus Der Romantik, von Hannah Arendt Zusamennfassung: Die Hauptbiografin von Hannah Arendt, Elisabeth Young-Bruehl, fragt sich, ob das Buch von Arendt über Rahel Varnhagen nicht eine Art Bildungsroman sui generis sei. In diesem Artikel soll das Buch von Arendt über Rahel auf diese Frage hin untersucht werden: Gibt es tatsächlich prägende Elemente in Rahel Varnhagen, Lebensgeschichte einer Deutschen Jüdin aus der Romantik? Zu diesem Zweck schlagen wir vor, die Beziehung zwischen dem historischen Kontext von Rahel und ihren individuellen Erfahrungen nach Arendt zu diskutieren. Unsere Hypothese ist, dass diese Hybridität in diesem Text von Arendt, das heißt, die kulturellen Institutionen im Konflikt mit dem Leiden von Rahel ihre eigene Bildung. In diesem Sinne könnte das Werk als Bildungsroman gelesen werden, auch wenn dies nicht die erste Absicht von Hannah Arendt war. Mots-clés: Hannah Arendt; Bildungsroman; Erziehung; Ästhetik Data de registro: 16/01/2023 Data de aceite: 18/10/2023

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Šnircová, Soňa. "Gender and Genre: From the Female Bildungsroman to the Postfeminist Coming-of-Age Novel." Current Issues in Philology and Pedagogical Linguistics, no. 3(2021) (September 25, 2021): 243–53. http://dx.doi.org/10.29025/2079-6021-2021-3-243-253.

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The paper draws attention to the fact that the introduction of gender perspectives into the studies of the Bildungsroman, or novel of development, has opened up the possibility of delineating specific female versions of the genre, ranging from the classic female Bildungsroman, through the feminist Bildungsroman to the postfeminist coming-of-age novel. The following discussion of heroines in British novels of development focuses on the changing socio-cultural factors that have influenced the representations of women’s emancipatory struggles in works by female authors over recent centuries. The selected examples reveal that the transformations of the classic female Bildungsroman which emerged in the twentieth and twenty-first centuries have brought about a series of significant innovations that include not only new types of heroines whose self-realization can be achieved in ways unthinkable for their eighteenth- and nineteenth-century predecessors but also more significant thematic and formal variations on the genre.

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Albus, Maria Lua, and José Carlos Felix. "PARADOXO DO BILDUNGSROMAN MODERNISTA:." Miguilim - Revista Eletrônica do Netlli 11, no. 1 (June 20, 2022): 307–24. http://dx.doi.org/10.47295/mgren.v11i1.233.

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Este artigo analisa o romance Filhos e Amantes (Sons and Lovers, 1913), de D. H. Lawrence, e sua versão cinematográfica de mesmo nome (1960), dirigida por Jack Cardiff, partindo da hipótese interpretativa de que a focalização dupla por Paul e Gertrude, estruturalmente amalgamados pelo texto do narrador, resulta em conarrativas indicativas do paradoxo da forma do Bildungsroman — circunscrito na tensão indecidível e ao mesmo tempo suplementar entre individualidade e coletivismo, tradição e experimentação. Por meio de uma leitura cerrada de excertos do romance e cenas do filme, discutimos como a dupla focalização resulta em uma aporia que inscreve em Filhos e Amantes uma dimensão de transgressão das convenções desse gênero na notável busca pelo experimentalismo característico do modernismo literário em língua inglesa. Os estudos narratológicos de Bal (2009), estilísticos de Leech e Short (2007), cinematográficos de Bordwell e Thompson (2013) e Bazin (1997), e intermidiáticos de Rajewsky (2005) fundamentam a análise estrutural dos objetos, enquanto Adorno (2012a, 2012b), Beards (1974) e Jeffers (2005) embasam a discussão acerca das convenções e transgressões sobre o romance de formação perpetradas por Lawrence e Cardiff.

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신영헌. "Faulkner’s Bildungsroman: ‘Barn Burning." Studies in English Language & Literature 38, no. 4 (November 2012): 83–104. http://dx.doi.org/10.21559/aellk.2012.38.4.005.

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30

Gannon, Christiane. "Walter Besant’s Democratic Bildungsroman." Narrative 22, no. 3 (2014): 372–94. http://dx.doi.org/10.1353/nar.2014.0020.

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Da Silva, Alex Sander, Larissa Aparecida Do Nascimento, and Guilherme Orestes Canarim. "BILDUNGSROMAN E PAISAGEM FORMATIVA." Saberes: Revista interdisciplinar de Filosofia e Educação 24, no. 1 (June 28, 2024): FL01. http://dx.doi.org/10.21680/1984-3879.2024v24n1id32696.

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Essa pesquisa trata da relação entre o romance de formação (Bildungsroman) e a concepção de formação. A demanda contemporânea por um ideal formativo que valorize a imanência do objeto e sua criticidade como princípios educativos. Esta é uma pesquisa qualitativa bibliográfica de cunho descritivo exploratório, com utilização da revisão bibliográfica de tipo integrativa. A abordagem que adotamos, baseia-se na análise crítica de diferentes fontes de literatura acadêmica. Como as obras literárias do gênero Bildungsroman, sob a perspectiva de Theodor W. Adorno e sua concepção de paisagem formativa, podem desempenhar um papel formativo na construção do sujeito? Nosso objetivo geral: Analisar a relação entre o gênero literário Bildungsroman e a concepção de paisagem formativa, destacando a expressividade da literatura como uma ferramenta formadora na construção do sujeito. Esperamos que a pesquisa contribua para uma compreensão mais aprofundada da importância das obras literárias do gênero Bildungsroman na formação do sujeito. Ao explorar a relação entre esse gênero literário e a concepção de paisagem formativa de Adorno, esperamos evidenciar a potencialidade da literatura como uma ferramenta formativa que vai além da mera transmissão de conhecimentos. A análise crítica das obras literárias do Bildungsroman à luz das ideias de Adorno pode revelar a capacidade da literatura de promover o desenvolvimento crítico, ético, estético e social dos indivíduos, contribuindo para a construção de uma sociedade mais justa, livre e autônoma.

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Wang, Ning. "Interpretation of Protagonist’s Growth in Film I am a Hero from the Perspective of Bildungsroman." SHS Web of Conferences 158 (2023): 02021. http://dx.doi.org/10.1051/shsconf/202315802021.

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As a kind of coming-of-age story with the theme of narrating the growth of characters, Bildungsroman mainly reflects the protagonist’s mental journey after a series of challenging events. This perspective has been widely used by scholars to interpret characters in literary works. This paper creatively applies this perspective to character analysis in Japanese epidemic film I am a Hero. The thesis makes an in-depth discussion on the protagonist image in the film from multiple structural elements of the Bildungsroman, such as people guiding the way and spiritual construction of personal consciousness, then analyzes the process of protagonist Hideo’s spiritual growth and finally summarize the characteristics of Bildungsroman.

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Gwóźdź-Szewczenko, Ilona. "Powieść o formowaniu czy formująca? „Bildungsroman” w gorsecie czechosłowackiej normalizacji." Slavica Wratislaviensia 176 (September 1, 2022): 53–64. http://dx.doi.org/10.19195/0137-1150.176.4.

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The article discusses the variety of Bildungsroman novels for children and young adults in the context of Czech literature in the period of normalisation in the 1970s and 1980s. At the genesis of literature for an adult audience (understood as an autotelic creation) are the audience’s expectations, motives and attitudes. The construction of the literary character also corresponds to this. In the case of works for the non-adult audience, the social functions of literature are somewhat reversed. From its inception, literature for children and young people has been closely connected to its educational function — it has therefore fulfilled utilitarian functions. The author aims to show how the Bildungsroman, by its character, i.e., as a novel about the formation of a character, was quickly adopted by writers of this type of prose. Based on its schema, a variant of the late Socialist Realist Bildungsroman developed, not so much showing the formation of the main character as (on the basis of the protagonist) normalising some ideals for the young viewer. The normalising Bildungsroman also brought about a new type of character, whom — in his (now forgotten) article — Jaroslav Voráček called “the sanitary character.”

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Hildebrand, Jayne. "Environmental Desire in The Mill on the Floss." Nineteenth-Century Literature 76, no. 2 (September 1, 2021): 192–222. http://dx.doi.org/10.1525/ncl.2021.76.2.192.

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Jayne Hildebrand, “Environmental Desire in George Eliot’s The Mill on the Floss” (pp. 192–222) This essay argues that George Eliot’s expansive use of landscape description in The Mill on the Floss (1860) represents an engagement with the emerging concept of a biological “medium” or “environment” in the nineteenth-century sciences. In the 1850s, scientific writers including Auguste Comte, Herbert Spencer, and G. H. Lewes redefined biological life as dependent on an abstraction called a “medium” or “environment”—a term that united all the objects, substances, and forces in an organism’s physical surroundings into a singular entity. Eliot in The Mill on the Floss draws out the ecological potential of this new biological concept by imbuing the described backgrounds of her novel with a lyrical affect I call “environmental desire,” a diffuse longing for ambient contact with one’s formative medium that offers an ethical alternative to the possessive and object-driven forms of desire that drive the plot of a traditional Bildungsroman. Maggie Tulliver’s marriage plot is structured by a tension between environmental desire and possessive desire, in which her erotic desire for Stephen Guest competes with a more diffuse environmental desire that attaches to the novel’s described backgrounds. Ultimately, the new environment concept enables Eliot to reconceive the Bildungsroman’s usual opposition between self and world as a relationship of nourishment and dependency rather than struggle, and invites a reconsideration of the ecological role of description in the Bildungsroman genre.

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Austen. "Struggling with the African Bildungsroman." Research in African Literatures 46, no. 3 (2015): 214. http://dx.doi.org/10.2979/reseafrilite.46.3.214.

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Wonkyung Yang. "My Education as a Bildungsroman." Institute for Humanities and Social Sciences 16, no. 2 (May 2015): 133–52. http://dx.doi.org/10.15818/ihss.2015.16.2.133.

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Pfau, T. "Cosmopolitan Sociality and the Bildungsroman." NOVEL A Forum on Fiction 48, no. 1 (January 1, 2015): 136–39. http://dx.doi.org/10.1215/00295132-2860453.

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Redfield, Marc. "Gender, Aesthetics, and the Bildungsroman." Wordsworth Circle 25, no. 1 (January 1994): 17–21. http://dx.doi.org/10.1086/twc24042969.

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Frow, John, Melissa Hardie, and Vanessa Smith. "The Bildungsroman: form and transformations." Textual Practice 34, no. 12 (November 18, 2020): 1905–10. http://dx.doi.org/10.1080/0950236x.2020.1834692.

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Fabris, Rita Maria. "Il Bildungsroman di August Bournonville." Mimesis Journal, no. 8, 2 (December 1, 2019): 67–87. http://dx.doi.org/10.4000/mimesis.1772.

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Marchand, Suzanne L. "The GSA—A Brief Bildungsroman." German Studies Review 39, no. 3 (2016): 657–59. http://dx.doi.org/10.1353/gsr.2016.0098.

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Kubikowski, Tomasz. "Stanislavsky’s Failed Bildungsroman." New Theatre Quarterly 39, no. 3 (July 28, 2023): 216–22. http://dx.doi.org/10.1017/s0266464x2300012x.

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Disabled for the last nine years of his life, Konstantin Stanislavsky struggled to verbalize his artistic experience and record it in writing. This experience mostly concerned acting, itself extremely hard to conceptualize and explain, and, to his mind, the core of human existence. Stanislavsky looked for the proper literary vehicle to contain this abundance. Initially, he hoped he had found adequate means in the form of the educational novel – the Bildungsroman. However, in the course of his writing, he gradually abandoned this form, as well as any literary aspirations he may have had. What we can find in An Actor’s Work are only remnants of the original concept. Nevertheless, they are still present. Looking closer at these ruins can bring interesting insights into the aura and mood of Stanislavsky’s theorizing about art.

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Li, Cheng. "Migrant Worker Bildungsroman." Chinese Literature and Thought Today 54, no. 3-4 (December 2023): 95–105. http://dx.doi.org/10.1080/27683524.2023.2264168.

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Sukwichai, Pariwat. "matrice bisexuelle dans les Bildungsromane français contemporains." Voix Plurielles 20, no. 1 (May 6, 2023): 26–41. http://dx.doi.org/10.26522/vp.v20i1.4306.

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I analyze the way in which the Bildungsroman seizes on bisexuality in two contemporary French novels: Saccage (2006) by Éric Jourdan and A Boy Like Another (2012) by Joël Breurec. A novelistic genre representing the entry into adulthood of a young protagonist and his identity construction, the Bildungsroman proves here to be an adequate analytical tool for understanding the construction of bisexual identity through literary strategies aimed at represent it.

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Noomé, I. "Shaping the self: A Bildungsroman for girls?" Literator 25, no. 3 (July 31, 2004): 125–50. http://dx.doi.org/10.4102/lit.v25i3.267.

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This article proposes that two alternative forms of the “Bildungsroman” developed from circa 1860 to 1960, featuring young female protagonists and aimed at girls as a readership. To explore this proposition, the article initially focuses on three girls’ series to see whether they meet the criteria for classification as a “Bildungsroman”: the South African “Soekie” series written in Afrikaans by Ela Spence, the well-known Canadian “Anne of Green Gables” series by L.M. Montgomery, and the German “Pucki” series by Magda Trott. In these series girls have to learn through experience as they move toward happiness and maturity. Secondly, the article explores the presentation of the female quest, as well as some development options “in parallel” in such novels as Louisa May Alcott’s now classic “Little women” and “Good wives”. The article concludes that some novels for girls move towards an exploration of personal development from childhood to maturity, but that the criteria for the “Bildungsroman” should be adjusted to include forms other than the single novels and novels focused on one protagonist that are more typical of the “male” “Bildungsroman”. It also suggests that the criteria for maturity, self-actualisation and social integration need qualification in the “female” version of this genre.

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Okuyade, Ogaga. "Traversing Geography, Attaining Cognition." Matatu 49, no. 2 (December 20, 2017): 358–85. http://dx.doi.org/10.1163/18757421-04902007.

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Abstract Although a number of studies of the African bildungsroman exist, they hardly explore the utility of journeying in the development of the protagonist. Some of these studies continue to reiterate the existence of the postcolonial African bildungsroman and its structure or how postcolonial writers have subverted this genre to narrativize the African experience of growth. However, the crucial role of travel in the African bildungsroman remains to be discussed comprehensively. It is my intention, therefore, to address this oversight and begin to fill the gap. My central contention is that travel is an essential catalyst in the process of personal growth. Chimamada Ngozi Adichie’s Purple Hibiscus will function as my primary text for analysis, but I also make reference to other narratives as ancillary texts in order to accentuate the functionality of journey, its metaphoric implications, and its structural application to Purple Hibiscus as a postcolonial African bildungsroman. In order to understand how mobility facilitates the construction of consciousness in Purple Hibiscus, I situate Kambili’s personal growth around a kind of mobility which resides within the usual-everyday kind of journey, which is by no means mythic, to articulate a template that foregrounds Kambili’s struggle for individuation—familial confinement, separation-cum-isolation, initiation, and return.

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Murphy, Naoise. "The Right to Dream: Gender, Modernity, and the Problem of Class in Kate O'Brien's Bourgeois Bildungsromane." Irish University Review 49, no. 2 (November 2019): 276–89. http://dx.doi.org/10.3366/iur.2019.0406.

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Feminist critics have celebrated Kate O'Brien's pioneering approach to gender and sexuality, yet there has been little exploration of her innovations of the coming-of-age narrative. Creating a modern Irish reworking of the Bildungsroman, O'Brien's heroines represent an idealized model of female identity-formation which stands in sharp contrast to the nationalist state's vision of Irish womanhood. Using Franco Moretti's theory of the Bildungsroman, a framing of the genre as a thoroughly ‘modern’ form of the novel, this article applies a critical Marxist lens to O'Brien's output. This reading brings to light the ways in which the limitations of the Bildungsroman work to constrain O'Brien's subversive politics. Their middle-class status remains an integral part of the identity of her heroines, informing the forms of liberation they seek. Fundamentally, O'Brien's idealization of aristocratic culture, elitist exceptionalism and ‘detachment of spirit’ restricts the emancipatory potential of her vision of Irish womanhood.

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Morgenstern, Karl. "On the Nature of the Bildungsroman." PMLA/Publications of the Modern Language Association of America 124, no. 2 (March 2009): 647–49. http://dx.doi.org/10.1632/pmla.2009.124.2.647.

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The term bildungsroman has long been one of the most problematic entries in the lexicon of literary studies. Although it is often used innocuously, to refer to almost any novel that focuses on the development of a young protagonist, matters look rather different in the more secluded world of academic German departments. Here, the Bildungsroman is the object of fierce debates that illustrate how even such arcane fields as classificatory genre studies tenuously float on ideological undercurrents.

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Silva, Rafael Lucas Santos. "“ORDEM”, DE LEUSA ARAUJO: VIOLÊNCIA SIMBÓLICA E O INSUCESSO DA BILDUNG EM TEMPOS DE DITADURA CILVIL-MILITAR." REVISTA DE LETRAS - JUÇARA 5, no. 01 (July 30, 2021): 94–114. http://dx.doi.org/10.18817/rlj.v5i01.2568.

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Leusa Araujo escolheu o passado histórico da Ditadura Civil-Militar (1964-1985) como cenário para a narrativa juvenil do seu romance Ordem, sem lugar, sem rir, sem falar. Por ser uma obra voltada ao público juvenil, Leusa Araujo amplia o olhar para além da condição daqueles que sofreram a experiência física da tortura e do assassinato, abarcando os dilemas afetivos de um personagem cuja transição da infância à adolescência ocorre justamente nos anos de chumbo da Ditadura. Por isso, o objetivo deste artigo foi realizar uma abordagem crítica ao romance a partir da noção de Bildungsroman. O termo Bildungsroman surge associado à obra Os anos de aprendizado de Wilhelm Meister (1795-1796), de Goethe (1749-1832), e tem sido importante para compreensão da produção literária juvenil contemporânea, conforme estudos de Delbrassine (2006) e Cruvinel (2009). Partindo do pressuposto do caráter dinâmico do Bildungsroman (MAAS, 2000), este artigo norteia-se pela hipótese de que o romance de Leusa Araujo subverte e problematiza o processo de formação, optando pelo insucesso da Bildung do protagonista. Acreditamos que isso ocorre devido a figuração da própria memória autoritária da Ditadura Civil-Militar, de modo que para fazer a comprovação, também recorremos à noção de violência simbólica de Bourdieu (1989; 2003). Palavras-Chave: Literatura juvenil. Leusa Araujo. Bildungsroman. Ditadura Civil-Militar. Violência simbólica.

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OZTURK YAGCİ, Dilek. "Crossing the Borders of the Genre and Gender: Jeanette Winterson’s Redefinition of the Bildungsroman in Oranges are Not the Only Fruit." fe dergi feminist ele 14, no. 2 (December 15, 2022): 78–89. http://dx.doi.org/10.46655/federgi.1151781.

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This study focuses on the appropriation of the Bildungsroman genre in Jeanette Winterson’s first book Oranges are Not the Only Fruit (1985), a novel which is often referred to as the fictionalization of the author’s upbringing. The novel traces the coming out story of the lesbian protagonist Jeanette who struggles to live in a fundamentalist evangelical community that fails to embrace Jeanette’s sexual orientation and denounces it as “unnatural passions.” This conflict on (sexual)identity between the protagonist and society, the main feature of the traditional Bildungsroman genre, is represented as the core element of Oranges are Not the Only Fruit. In the novel, strictly religious public space constantly works towards constructing Jeanette’s identity defining the limits of normal and natural for her. However, Jeanette tries to deconstruct and reconstruct that given identity and attain subjectivity by discovering her sexuality and creating a homespace for herself amidst possibilities. Like Jeanette who rejects heteronormativity and rewrites her own story, Winterson challenges the normativity of Bildung narratives and pushes the boundaries of the Bildungsroman for redefinition. For all these reasons, drawing on Jeanette’s Becoming within the dynamics of her social space, this study aims at discussing Jeanette Winterson’s subversion of the classical male-centred narratives of selfdevelopment and her revision of the Bildungsroman within a feminist framework in Oranges are Not the Only Fruit.

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