Open secrets: literature, education, and authority from J-J. Rousseau to J. M. Coetzee
Gespeichert in:
| Beteilige Person: | |
|---|---|
| Format: | Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
Oxford [u.a.]
Oxford Univ. Press
2007
|
| Ausgabe: | 1. publ. |
| Schlagwörter: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015584252&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015584252&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| Beschreibung: | Includes bibliographical references and index |
| Umfang: | 254 S. |
| ISBN: | 9780199208098 |
Internformat
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| 245 | 1 | 0 | |a Open secrets |b literature, education, and authority from J-J. Rousseau to J. M. Coetzee |c Michael Bell |
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Datensatz im Suchindex
| _version_ | 1819268368135356416 |
|---|---|
| adam_text | Contents
Ackowledgements viii
List of Abbreviations
ix
Introduction: the Pedagogical Circle and the Open Secret
1
PART I
1.
Imaginary Authority in Rousseau s
Emile
17
2.
The Comedy of Educational Errors: (A) Sterne s Tristram Shandy
and
(В) С
M.
Wieland s History ofAgathon
53
3.
Goethe s Open Secrets:
Wilhelm
Meistďs
Apprenticeship
87
4.
Pedagogy, Fiction, and the Art of Renunciation:
Wilhelm
Meister s
Journeymanship, or the Renunciants
108
5.
Nietzsche as Educator and the Implosion of
Bildung 130
PART II
6.
The Passion of Instruction :
D. H.
Lawrence and Wholeness
versus
Bildung 165
7.
The Importance of being Frank: Criticism, Collaboration,
Pedagogy in
F. R.
Leavis
193
8.
The Novelist, the Lecturer, and the Limits of Persuasion:
J. M.
Coetzee and Elizabeth
Costello
on the Lives of Animals and Men
217
Conclusion
235
Bibliography
243
Index
251
Open Secrets reflects on contemporary humanistic pedagogy by examining the limits
of the teachable in this domain. The Goethean motif of the open secret refers not to
a revealed mystery but to an utterance that is not understood, the likely fate of any
instruction based purely on authority. Revisiting the European
Bildimgsroman,
it
studies the pedagogical relationship from the point of view of the tutor or mentor
figure rather than with the usual focus on the young hero. The argument is not
confined to works of fiction, however, but examines texts in which the category of
fiction has a crucial and constitutive function, for a growing awareness of limited
authority on the part of the mentor figures is closely related to
fictive
self-
consciousness in the texts. Rousseau s
Emile, as a
semi-novelized treatise, whose
fictiveness is at once overt and yet unmarked, is relatively unaware of the imaginary
nature of its envisaged authority. Passing through Laurence Sterne, C. M.
Wieland,
Goethe, and Nietzsche, the situation is gradually reversed, culminating with the
conscious impasse of authority in Thus Spoke Zarathustra. All these writers have
achieved their pedagogical impact despite, indeed by means of, their internal
scepticism. By contrast, in the three subsequent writers, D. H. Lawrence,
F. R.
Leavis,
and J. M. Coetzee, the impasse of pedagogical authority becomes more literal as the
authority of
Bildung
is eroded in the wider culture. The awareness of pedagogical
authority as a species of fiction, to be conducted in an aesthetic spirit, remains a
significant prophylactic against the perennial pressure of reductive conceptions
of the education as form of instructional production .
Michael Bell is Professor of English and Comparative Literary Studies at the
University of Warwick.
|
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| discipline | Literaturwissenschaft Romanistik |
| edition | 1. publ. |
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| spellingShingle | Bell, Michael Open secrets literature, education, and authority from J-J. Rousseau to J. M. Coetzee Roman - Histoire et critique Éducation dans la littérature Fiction History and criticism Education in literature Literatur (DE-588)4035964-5 gnd Bildungsroman (DE-588)4112765-1 gnd Pädagogik Motiv (DE-588)4788604-3 gnd Autorität Motiv (DE-588)4248655-5 gnd |
| subject_GND | (DE-588)4035964-5 (DE-588)4112765-1 (DE-588)4788604-3 (DE-588)4248655-5 |
| title | Open secrets literature, education, and authority from J-J. Rousseau to J. M. Coetzee |
| title_auth | Open secrets literature, education, and authority from J-J. Rousseau to J. M. Coetzee |
| title_exact_search | Open secrets literature, education, and authority from J-J. Rousseau to J. M. Coetzee |
| title_full | Open secrets literature, education, and authority from J-J. Rousseau to J. M. Coetzee Michael Bell |
| title_fullStr | Open secrets literature, education, and authority from J-J. Rousseau to J. M. Coetzee Michael Bell |
| title_full_unstemmed | Open secrets literature, education, and authority from J-J. Rousseau to J. M. Coetzee Michael Bell |
| title_short | Open secrets |
| title_sort | open secrets literature education and authority from j j rousseau to j m coetzee |
| title_sub | literature, education, and authority from J-J. Rousseau to J. M. Coetzee |
| topic | Roman - Histoire et critique Éducation dans la littérature Fiction History and criticism Education in literature Literatur (DE-588)4035964-5 gnd Bildungsroman (DE-588)4112765-1 gnd Pädagogik Motiv (DE-588)4788604-3 gnd Autorität Motiv (DE-588)4248655-5 gnd |
| topic_facet | Roman - Histoire et critique Éducation dans la littérature Fiction History and criticism Education in literature Literatur Bildungsroman Pädagogik Motiv Autorität Motiv |
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