Water as a Meaning-Generating Image in the Novel by Fr. Werfel "Barbara, or Piety"

In the novel of education by Fr. Werfel "Barbara, or Piety" (1929), the image of water is cross-cutting and gives rise to a whole set of meanings. Based on data obtained using the theory of parallel­ism by A. Veselovsky, as well as methods of ritual and psychoanalytic literary criticism based, in particular, on G. Bashlyar, and the theory of the chronotope, the following conclusions are drawn in the article.В статье рассматривается образ воды и ее смысловое значение в романе Фр. Верфеля "Барбара, или Благочестие"

Jane Eyre and Education

As the first female Bildungsroman in the English language, Charlotte Brontë’s novel Jane Eyre focuses heavily on the theme of education. Throughout the course of the story, the character of Jane Eyre acquires a vast array of classical knowledge and ladylike accomplishments, facilitating her transition from a lowly student to a highly-respected teacher in true Bildungsroman fashion. Jane’s impressive scholarly abilities, however, contrast sharply with the deep struggles she undergoes as she pursues a much more difficult “education” in her personal beliefs. In the end, though, Jane masters both her mind and heart. Emboldened and liberated by her formal education, Jane finally balances her conflicting moral and spiritual desires to become a content and thoroughly self-confident young woman

Phantastes Chapter 22: Titan: A Romance

Jean Paul (Johann Paul Friedrich Richter, 1763-1825) was a German writer. Titan (1800-1803) is a four-volume novel in the Bildungsroman (novel of education) tradition. Schoppe is the friend of Albano (the main character), who searches for balance in his life. Schoppe, however, is a cynic and pessimist and dies after he thinks he see his doppelgänger, but who is, in fact, his look-alike friend. Schoppe’s tragic ending reinforces the death of the brothers in Phantastes

Rotten Bananas, Hip Hop Heads, and the American Individual: Teaching Eddie Huang’s Memoir Fresh Off the Boat and Its Tropes of Literacy

This essay focuses on Fresh Off the Boat as an eminently teachable coming-of-age story, provides critical contexts and directions for teaching this ideologically suggestive text, and sets forth the interpretive argument that the structures and themes of the memoir are fundamentally shaped by the literacy narrative at its core. As such, the text enters into conversation with other literacy narratives that have become so foundational in the teaching of multiethnic literature in the U.S. Moreover, Huang’s tropes of literacy draw from enduring, mythified Americanist discourses that are suggestive of a masculine individualism that, while not unique, is recognizable, instructive, and even problematic as an illustration of a powerful discourse of self-formation. In an effort to speak not only to specialists in U.S. multiethnic literature but also to nonspecialists/generalists, this discussion offers a tripartite approach to teaching this memoir: opening the unit with a sustained, critical, and creative discussion of genre(s), including traditional and popular forms; then inviting students to hone their critical thinking skills through careful rhetorical and ideological analyses of the text’s representations of race, identity, assimilation, and resistance; and ultimately setting forth a focused, conceptual argument about Fresh Off the Boat as a “literacy narrative” while placing the text within a broader U.S. literary history and discourse about the American individual

Portrait of an act: Aesthetics and ethics in The 'Portrait of a Lady' (Henry James)

Five tetrahydrofuran lignans and two known flavones were isolated from the aerial parts of Peperomia blanda. The structures of the isolated lignans were elucidated by interpretation of their spectroscopic data, including by gHMQC and gHMBC. The relative and absolute configurations of the isolates were determined from NOESY interactions and optical properties, respectively. Four of the lignans were diastercomeric whilst one was of mixed biosynthetic origin. All but one of the lignans exhibited high in vitro trypanocidal activity when assayed against epimastigotes of Trypanosoma cruzi strain Y. (C) 2007 Elsevier Ltd. All rights reserved

A sense of place in selected African works by Doris Lessing read in conjunction with novels of education by contemporary white South African women writers

Bibliography: leaves 211-217.This study provides a more intensive reading of certain works by Doris Lessing set in Southern Africa than has yet been attempted, and reads them,• for the first time, in conjunction with a particular literary lineage within Southern African letters, the novel of education by white women. The works by Lessing chosen for discussion are: two short stories, "The Old Chief Mshlanga" (1951) and "Sunrise on the Veld" (1951), the first two volumes of the Children of Violence series, Martha Quest (1952) and A Proper Marriage (1954), and Lessing's autobiographical account of a return visit to Rhodesia in 1956, Going Home (1957). Those by the other Southern African women writers--all of which, with the exception of Gordimer's The Lying Days have received virtually no critical attention to date--are: Nadine Gordimer's The Lying Days (1953)', Jillian Becker's The Virgins• (1976), Carolyn Slaughter's Dreams of the Kalahari (1981), Lynn Freed's Home Ground (1986), E.M. / MacPhail's Phoebe and Nio (1987), and Menan du Plessis's A State of Fear (1983)

A Novel of Education: Stories of Secondary Teaching in North Carolina

On two evenings during the winter of 2014/2015, a small group of North Carolina secondary teachers gathered in a festive environment to tell stories about their working conditions. Recorded by video cameras, the performance of these stories forms the basis of this dissertation which employs the writings of Russian theorist Mikhail M. Bakhtin to inform both methodological and theoretical frameworks. Bakhtin argued that the novel was the most suitable literary genre for approximating the complexity of life as lived by humans. This life was characterized by heteroglossia; a term that Bakhtin used to describe the “situation” of multiple voices and discursive streams that saturate and constitute human existence. The novel, Bakhtin felt, provided the most faithful artistic representation of the myriad language genres that humans encountered in concrete, daily life. Significantly, he also argued that human beings, in selecting from, or responding to, these language genres, author themselves into the world. Thus, our being itself is imbued with an aesthetic quality that is intimately related to the ethical stances that we take as we respond to external conditions. The stories that the teachers performed reflect varying degrees of the institutional, research, and policy discourses in which their professional lives are immersed. The stories also include less formal discourses reflecting family, community, religion, and their relationships with the students that they teach. A fundamental proposition in the dissertation is that professional educational discourses are inseparable from geographic, demographic, economic, literary, political, and innumerable other categories of situations that are organized through narrative. The combination of these discourses blurs the lines between the teachers’ professional and private identities and indicates that their working conditions are contextualized by much more than the school setting in which they teach. Further, their stories also point to their perceived inability to communicate with the more authoritarian voices in education and this dissertation explores the dynamics of these multiple, hierarchical relationship. Because intersubjectivity is at the heart of Bakhtin’s thinking, this final consideration asks how teachers, located in a multi-vocal context, might maintain a dialogic relationship to the monologic, institutional discourses that govern their work.Doctor of Philosoph

Desire in the Bildungsroman: Construction and Pursuit of an Ideal Self Through the Ideal Other

The Bildungsroman, or “novel of education,” has remained popular since Johann Wolfgang von Goethe’s Wilhelm Meister’s Apprenticeship. I examine this novel, as well as Charles Dickens’s Great Expectations, and Walter Moers’s Rumo & His Miraculous Adventures, focusing specifically on the relationships between the three male protagonists and the women that they encounter throughout their lives. Using the theories of psychoanalyst Jacques Lacan, literary critic René Girard, and feminist philosopher Judith Butler, I draw parallels between and contribute to the scholarly conversation of all three works (or in the case of Moers\u27s recent fantasy, Rumo, begin the critical conversation). All three protagonists mirror the women that they encounter, creating visions of ideal selves that they strive to become. The characters’ progress and relationships, though different, all exemplify Lacan’s Mirror Stage theory, as well as the theories of desire in Girard and Butler; the latter two theories take Lacan’s ideas further and contribute to my comparison of characteristics in these three coming of age novels. I argue that, no matter the length of their journey or the final results of their relationships, successfully completing the Mirror Stage leads the protagonists to become their ideal selve

On narratives of self-formation and education

In this paper I begin with Schleiermacher review and analyze the origins of the Humboldtian model of the modern German university as an influential kind of institution that was adopted in many parts of Europe, the US and beyond. The novel of education and of ethical self-formation came to provide a novelistic depicted of the essential human becoming of the hero protagonist and engendered a new genre that spread throughout the world. The paper asks the question where and what might be the novel of the neoliberal university in an age when the humanistic requirement has fallen away and students have become “customers” purchasing an educational service. Is there a novel of the neoliberal university that does not end- lessly replicate the logic of the marketplace but actually intervenes in material reality to “save” the institution? JEL codes: H52; H75; I21; I23 Keywords: Humboldt; Schleiermacher; Fichte; German University; Bildungsroman; Erziehungsroman; Morgenstern; Bakhtin; novel of education; self-formation, educational self-transformatio