大卫·科波菲尔、埃米尔与启蒙教育文学的遗产

IF 0.7 1区 文学 0 LITERATURE, BRITISH ISLES
Benjamin D. O'Dell, James Armstrong, Kathryne Ford, Lanya Lamouria, J. Parrott, D. Rainsford, T. Wagner, Robert Sirabian, M. Allen-Emerson
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引用次数: 0

摘要

摘要:成长小说是一种关注个人与社会关系建构的文学体裁。评论家们经常将维多利亚时代的成长小说与主体的丧失联系在一起,因为意识形态的力量通过一系列旨在强化一套相当保守的中产阶级价值观的传统情节点来引导文学人物(以及他们的读者)。本文将查尔斯·狄更斯的维多利亚时代典型成长小说《大卫·科波菲尔》(1850)与让-雅克·卢梭的成长小说的鼻祖Émile(1762)结合起来,使这种阅读变得复杂。我认为,把狄更斯的小说与哲学上更为密集和公然对抗的Émile对立起来,凸显了大卫·科波菲尔与既定社会规范之间令人烦恼的关系,为重新思考成长小说在主题形成中的作用提供了基础。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
David Copperfield, Émile, and the Legacy of Enlightenment Education Literature
Abstract:The Bildungsroman is a genre concerned with the construction of the individual's relationship with society. Critics have often associated Victorian Bildungsromane with the loss of agency as ideological forces funnel literary characters (and, by extension, their readers) through a series of conventional plot points designed to reinforce a fairly conservative set of middle-class values. This essay complicates such readings by pairing Charles Dickens's paradigmatic Victorian Bildungsroman David Copperfield (1850) with Jean-Jacques Rousseau's progenitor to the genre, Émile (1762). I suggest that setting Dickens's novel against the more philosophically dense and overtly confrontational Émile highlights David Copperfield's vexed relationship with established social codes, supplying the foundation for an important reconsideration of the Bildungsroman's role in subject formation.
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来源期刊
DICKENS QUARTERLY
DICKENS QUARTERLY LITERATURE, BRITISH ISLES-
CiteScore
0.20
自引率
16.70%
发文量
33
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