A fresh reading of the Willhelm Meister novels that dismisses the notion of the Bildungsroman to reveal unities between the texts.

This book establishes a vector of methodology in the approach to a particular type of fictional discourse, namely the English Bildungsroman (the novel of identity formation). Its wide-ranging critical perspectives are also useful to anyone concerned with, first of all, European and English novelistic genres, but also to those interested in theoretical perspectives of modern fiction studies in general, as well as in certain aspects of Western literature as a developing tradition.

This detailed analysis of the evolution of the Bildungsroman genre is unprecedented in its historical and geographical range.

The Bildungsroman, or "novel of formation," has long led a paradoxical life within literary studies, having been construed both as a peculiarly German genre, a marker of that country's cultural difference from Western Europe, and as a universal expression of modernity. In Formative Fictions, Tobias Boes argues that the dual status of the Bildungsroman renders this novelistic form an elegant way to negotiate the diverging critical discourses surrounding national and world literature. Since the late eighteenth century, authors have employed the story of a protagonist's journey into maturity as a powerful tool with which to facilitate the creation of national communities among their readers. Such attempts always stumble over what Boes calls "cosmopolitan remainders," identity claims that resist nationalism's aim for closure in the normative regime of the nation-state. These cosmopolitan remainders are responsible for the curiously hesitant endings of so many novels of formation. In Formative Fictions, Boes presents readings of a number of novels—Goethe's Wilhelm Meister's Apprenticeship, Karl Leberecht Immermann's The Epigones, Gustav Freytag's Debit and Credit, Alfred Döblin's Berlin Alexanderplatz, and Thomas Mann's Doctor Faustus among them—that have always been felt to be particularly "German" and compares them with novels by such authors as George Eliot and James Joyce to show that what seem to be markers of national particularity can productively be read as topics of world literature.

Goethe's Willhelm Meister novels, widely held to be the most significant and influential in all of German literature, have traditionally been classed as Bildungsroman, or 'novels of formation'. In Goethe and the Myth of Bildungsroman, Frederick Amrine offers a unique reading of Wilhelm Meister's Lehrjahre and Wilhelm Meister's Wanderjahre, which posits the second novel as a sequel to the first. Deconstructing and jettisoning the notion of the Bildungsroman, the features of the novels which have historically proved problematic for critics, seeming to testify to the novels' disunity, become instead the articulation points of a subtle concord between thematic and formal elements. Reading the novels in light of the eminent criticism of Northrop Frye, this book productively shifts away from social commentary towards the archetypal and symbolic, showing Goethe not to be an exception within world literature; rather, that he participates deeply in its overarching structures.

This study establishes age as a category of literary history, delineating age in its interaction with gender and narrative genre. Based on the historical premise that the view of ageing as a burden emerges as a specific narrative in the late eighteenth century, the study highlights how the changing experience of ageing is shaped by that of gender. By reading the Bildungsroman as a 'coming of age' novel, the book asks how the telling of a life in time affects individual age narratives. Bringing together the different perspectives of age and disability studies, the book argues that illness is already an important issue in the Bildungsroman's narratives of ageing. This theoretical stance provides new interpretations of canonical novels, visiting authors such as Johann Wolfgang Goethe, Frances Burney, Maria Edgeworth, Jane Austen, Charles Dickens, George Eliot, Samuel Beckett, and Jonathan Franzen. Drawing on the link between age and illness in the Bildungsroman's age narratives, the genre of 'dementia narrative' is presented as one of the directions which the Bildungsroman takes after its classical period. Applying these theoretical perspectives to canonical novels of the nineteenth century and to the new genre of 'dementia narrative', the volume also provides new insights into literary and genre history. This book introduces a new theoretical approach to cultural age studies and offers a comprehensive analysis of the connection between narratology, literary theory, gender and age studies.

A New York Times Book Review Editors’ Choice Selection Named one of the Best Books of the Year by the Economist and Kirkus Reviews This “splendid biography” (Wall Street Journal) of Goethe presents his life and work as an essential touchstone for the modern age. A masterful intellectual portrait, Goethe: Life as a Work of Art is celebrated as the seminal twenty-first-century biography of the writer considered to be the Shakespeare of German literature. Johann Wolfgang von Goethe (1749–1832), a remarkably prolific poet, playwright, novelist, and—as Rüdiger Safranksi emphasizes—a statesman and naturalist, first awakened not only a burgeoning German nation but the European continent with his electrifying novel The Sorrows of Young Werther. Safranski has scoured Goethe’s entire oeuvre, relying exclusively on primary sources, including his correspondence with contemporaries, to produce a “fresh and authentic” (Economist) portrait of the avatar of the Romantic era. Skillfully blending “artistic analysis with swift, sharp renderings” of the great political and intellectual figures Goethe encountered, “[Safranski’s] portrait of the prolific genius leaves the reader with lasting awe, even envy” of a monumental legacy (The New Yorker). As Safranski ultimately shows, Goethe’s greatest creation, even in comparison to his masterpiece Faust, was his own life.

Growing out and extending beyond the period of Storm and Stress, the Young Man emerged on the stage for the first time as dramatic hero. Professor Scholl advances the thesis that Schiller's Don Carlos, Goethe's Torquato Tasso and Kleist's Prinz Friedrich von Homburg, already recognized as transitional works in the authors' lives, can be viewed as counterparts to the «Bildungsroman». Through historical and literary references from the author's own lives and works, and through detailed analysis of the three plays, she demonstrates that «Bildung» of the title hero was the primary intent of each author. Prof. Scholl concludes by asserting that the processes of growth and self- and com- munity-recognition occurred frequently enough in post Storm and Stress drama to justify their identification with the title «Bildungsdrama».

Metaphorically speaking, the nineteenth-century English Bildungsroman, dealing with the principle of identity formation, parallels Victorian fiction as a whole, revealing the completion of its own formation, which began in the eighteenth century. Significantly, the most important and popular Victorian novels are Bildungsromane, in which authors construct or rather reconstruct their own life experiences as formative processes. This book shows that the Bildungsroman has a development history, is a specific literary system, and consists of a thematic and narrative pattern. It details the entrance of this newly established fictional tradition into Victorian culture and literature through Carlyle’s threefold literary reception of the novel of formation and its subsequent flourishing and complexity. In this respect, a number of novelistic works are scrutinized, and each faces the question as to whether its thematic and narrative perspectives fit the pattern and shape of the Bildungsroman.