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Invested identities: The economics o...

Reid, Christopher W.

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Invested identities: The economics of self-development in the "Bildungsroman".

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Invested identities: The economics of self-development in the "Bildungsroman"./
Author:	Reid, Christopher W.
Description:	335 p.
Notes:	Adviser: Volker Durr.
Contained By:	Dissertation Abstracts International67-10A.
Subject:	Literature, Comparative. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3237703
ISBN:	9780542918551

Invested identities: The economics of self-development in the "Bildungsroman".
Reid, Christopher W.

Invested identities: The economics of self-development in the "Bildungsroman". - 335 p.

Adviser: Volker Durr.

Thesis (Ph.D.)--Northwestern University, 2006.

The dissertation analyzes five well-known "Bildungsromane" published roughly between 1785 and 1914 (Karl Philipp Moritz's Anton Reiser (1785), Johann Wolfgang von Goethe's Wilhelm Meisters Lehrjahre (1795), Gottfried Keller's Der grune Heinrich (1879), Franz Kafka's Der Verschollene (1914), Thomas Mann's Die Bekenntnisse des Hochstaplers Felix Krull (1913/1955)) and investigates the ways in which the modern economy is shown in the respective novels to obstruct the protagonist's self-development (or "Bildung"). The dissertation aims to make an original contribution to German literary scholarship by demonstrating, first, that the "Bildungsroman" actually defies the normative teleological conception of the genre that has long represented a cornerstone of German literary criticism and, second, that the principal cause of the protagonist's negative development relates to the economic pressures that are placed upon him, which he proves neither prepared to deal with or capable of mastering. The genre of the "Bildungroman" reveals that the German Classicists' ideal of "Bildung", whereby the individual discovers and makes the most of his innate talents, cannot be realized in a post-feudalistic world for the reason that the economy's expectation regarding the individual's functional conformity does not permit him to freely develop in the manner he desires. Although the "Bildungsroman" turns against itself by questioning its underlying premise, later exemplars of the genre suggest, more positively, that the ideal of "Bildung" may be productively re-conceptualized vis-a-vis the "Bild" (the image). The subject's development is not to be understood according to any normative standard, but rather in terms of aesthetic experience. When truth is located in appearances (or, as Mann's protagonist Felix Krull remarks, in "Form, Schein und Oberflache"), the individual discovers his humanity, as he unites with his fellow man in beauty and, finally, love.

ISBN: 9780542918551Subjects--Topical Terms:

530051
Literature, Comparative.

Invested identities: The economics of self-development in the "Bildungsroman".
LDR:02844nam 2200277 a 45 001 972460
005 20110927
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020 $a 9780542918551
035 $a (UMI)AAI3237703
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040 $a UMI $c UMI
100 1 $a Reid, Christopher W. $3 1296467
245 1 0 $a Invested identities: The economics of self-development in the "Bildungsroman".
300 $a 335 p.
500 $a Adviser: Volker Durr.
500 $a Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3830.
502 $a Thesis (Ph.D.)--Northwestern University, 2006.
520 $a The dissertation analyzes five well-known "Bildungsromane" published roughly between 1785 and 1914 (Karl Philipp Moritz's Anton Reiser (1785), Johann Wolfgang von Goethe's Wilhelm Meisters Lehrjahre (1795), Gottfried Keller's Der grune Heinrich (1879), Franz Kafka's Der Verschollene (1914), Thomas Mann's Die Bekenntnisse des Hochstaplers Felix Krull (1913/1955)) and investigates the ways in which the modern economy is shown in the respective novels to obstruct the protagonist's self-development (or "Bildung"). The dissertation aims to make an original contribution to German literary scholarship by demonstrating, first, that the "Bildungsroman" actually defies the normative teleological conception of the genre that has long represented a cornerstone of German literary criticism and, second, that the principal cause of the protagonist's negative development relates to the economic pressures that are placed upon him, which he proves neither prepared to deal with or capable of mastering. The genre of the "Bildungroman" reveals that the German Classicists' ideal of "Bildung", whereby the individual discovers and makes the most of his innate talents, cannot be realized in a post-feudalistic world for the reason that the economy's expectation regarding the individual's functional conformity does not permit him to freely develop in the manner he desires. Although the "Bildungsroman" turns against itself by questioning its underlying premise, later exemplars of the genre suggest, more positively, that the ideal of "Bildung" may be productively re-conceptualized vis-a-vis the "Bild" (the image). The subject's development is not to be understood according to any normative standard, but rather in terms of aesthetic experience. When truth is located in appearances (or, as Mann's protagonist Felix Krull remarks, in "Form, Schein und Oberflache"), the individual discovers his humanity, as he unites with his fellow man in beauty and, finally, love.
590 $a School code: 0163.
650 4 $a Literature, Comparative. $3 530051
650 4 $a Literature, Germanic. $3 1019072
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710 2 0 $a Northwestern University. $3 1018161
773 0 $t Dissertation Abstracts International $g 67-10A.
790 $a 0163
790 1 0 $a Durr, Volker, $e advisor
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3237703