Bibliografie tematiche / Bildungsromans

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Letteratura scientifica selezionata sul tema "Bildungsromans"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 31 luglio 2024

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Articoli di riviste sul tema "Bildungsromans"

Sirković, Nina. "CHARACTERS IN BILDUNGSROMAN: FROM PARADIGM TO PARODY (Junaci Bildungsromana: od paradigme do parodije)". Folia linguistica et litteraria X, n. 28 (26 dicembre 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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Jenni, Oskar. "Medical Bildungsromans". Lancet 348, n. 9039 (novembre 1996): 1453. http://dx.doi.org/10.1016/s0140-6736(04)70100-2.

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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, n. 3 (1 gennaio 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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Hardin, James, e Rolf Selbmann. "Zur Geschichte des deutschen Bildungsromans". German Quarterly 62, n. 2 (1989): 268. http://dx.doi.org/10.2307/407398.

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Jones, Leisha. "Contemporary Bildungsromans and the Prosumer Girl". Criticism 53, n. 3 (2011): 439–69. http://dx.doi.org/10.1353/crt.2011.0027.

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Jones, Anne Hudson. "Images of physicians in literature: medical Bildungsromans". Lancet 348, n. 9029 (settembre 1996): 734–36. http://dx.doi.org/10.1016/s0140-6736(96)07315-1.

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Hernández, Isabel. "Don Quijote als Vorläufer des Bildungsromans". Jahrbuch für Internationale Germanistik 48, n. 1 (1 gennaio 2016): 123–41. http://dx.doi.org/10.3726/82054_123.

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김일구. "American Newbery Bildungsromans and Animal Rights and Liberation". Literature and Environment 16, n. 1 (marzo 2017): 7–32. http://dx.doi.org/10.36063/asle.2017.16.1.001.

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Novianti, Nita. "Teaching Character Education to College Students Using Bildungsromans". International Journal of Instruction 10, n. 4 (3 ottobre 2017): 255–72. http://dx.doi.org/10.12973/iji.2017.10415a.

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Srikanth, Siddharth. "National Sovereignty and the Postcolonial Bildungsroman". Genre 56, n. 3 (1 dicembre 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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Tesi sul tema "Bildungsromans"

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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Uhsadel, Katharina. "Antonia Byatts "Quartet" in der tradition des englischen bildungsromans /". Heidelberg Winter, 2005. http://deposit.ddb.de/cgi-bin/dokserv?id=2695594&prov=M&dok_var=1&dok_ext=htm.

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Jones, Angela L. ""I belong to me" : Toni Morrison's Novels as Bildungsroman /". View online, 1990. http://repository.eiu.edu/theses/docs/32211998880370.pdf.

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Bai, Ruixia. "The American self in the shaping : a study of six bildungsromane". HKBU Institutional Repository, 2008. http://repository.hkbu.edu.hk/etd_ra/889.

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Watts, Billie Stephanie Powell. "Talk to me while I'm listening : a novella /". free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115597.

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Prendergast, Jean O'Dea. "Splinters and clay". View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/rp/prendergastj/jeanprendergast.pdf.

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Higgins, Mary E. "Dirty Girls". PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3672.

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Inspired heavily by the Virginia Woolf's novel, The Waves, Dirty Girls tells the story of four girls coming of age in coastal Texas. Told through interior monologues, Dirty Girls explores themes of adolescent girlhood from the various perspectives of those who live it. Carmel has always been on the outside looking in, envious of the prettier, thinner, blonde girls who seem to own everything and everyone. Christina protects her, attempting to straddle the line between sexual awakening and childhood innocence. Lauren grapples with her lesbian sexuality in a time and place where such an identity is forbidden. And Taylor suffers the consequences of her grown-too-fast flashy ways. All four girls overlap and change, though through their interiority the reader comes to realize no girl is spared the struggle of the patriarchy.

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Kiehl, Robert. "Das Experiment des aufgeklärten Bildungsromans : ein Vergleich der Fassungen von Christoph Martin Wielands "Geschichte des Agathon"". Würzburg Königshausen & Neumann, 2008. http://d-nb.info/989139158/04.

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Kiehl, Robert. "Das Experiment des aufgeklärten Bildungsromans ein Vergleich der Fassungen von Christoph Martin Wielands "Geschichte des Agathon"". Würzburg Königshausen & Neumann, 2007. http://d-nb.info/989139158/04.

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Slattery, Erin Ferretti. "The book of moonlight /". free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p1421159.

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Libri sul tema "Bildungsromans"

Rolf, Selbmann, a cura di. Zur Geschichte des deutschen Bildungsromans. Darmstadt: Wissenschaftliche Buchgesellschaft, 1988.

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

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Tsiampasē, Phanē. Bildungsroman kai exeliktiko mythistorēma. Athēna: Aiōra, 2017.

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Jacobs, Jürgen. Zwischenbilanzen des Lebens: Zu einem Grundmuster des Bildungsromans. Bielefeld: Aisthesis, 2005.

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

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

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Uhsadel, Katharina. Antonia Byatts Quartet in der Tradition des englischen Bildungsromans. Heidelberg: Winter, 2005.

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Summerfield, Giovanna. New perspectives on the European Bildungsroman. London: Continuum, 2010.

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Giovanna, Summerfield, e Downward Lisa, a cura di. Perspectives on the European Bildungsroman. London: Continuum, 2010.

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N, Hardin James, a cura di. Reflection and action: Essays on the Bildungsroman. Columbia, S.C: University of South Caroina Press, 1991.

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Capitoli di libri sul tema "Bildungsromans"

Selbmann, Rolf. "Die Entstehung des Bildungsromans". In Der deutsche Bildungsroman, 34–57. Stuttgart: J.B. Metzler, 1994. http://dx.doi.org/10.1007/978-3-476-04101-2_4.

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Mayer, Gerhart. "Der Strukturtypus des Deutschen Bildungsromans". In Der deutsche Bildungsroman, 407–14. Stuttgart: J.B. Metzler, 1992. http://dx.doi.org/10.1007/978-3-476-03438-0_12.

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Neumann, Bernd. "Eingeschobene Gedanken zum „Bildungsroman“. Zur Genrefrage". In Umrisse einer Dritten Kultur im interdisziplinären Zusammenspiel zwischen Literatur und Naturwissenschaft, 177–82. Berlin, Heidelberg: Springer Berlin Heidelberg, 2021. http://dx.doi.org/10.1007/978-3-662-63204-8_11.

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ZusammenfassungStrauβ endete beim Parzival und einer infernalisch inszenierten Rückkehr zur Grossen Mutter. Das verband ihn (für unseren Zusammenhang glücklich weiterführend) mit dem späteren Bildungs- und Entwicklungsroman als einem (insonderheit seit Wilhelm Dilthey) besonderen „deutschen“ Romanformat, hier bereits mehrfach erwähnt. Im allgemeinen literaturgeschichtlichen Bewusstsein gilt (eine Zuschreibung, im Zusammenhang mit Karl Lachmanns Übersetzung und Kommentierung des Nibelungenliedes entstanden) der Parzival als die mittelalterliche Vorstufe des Bildungsromans.

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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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Ilott, Sarah. "British Muslim Bildungsromane". In New Postcolonial British Genres, 27–53. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137505224_2.

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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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Atti di convegni sul tema "Bildungsromans"

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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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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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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