| Since the 18 th century,“The Bildungsroman” has been developing continuously in Germany and has formed its unique core connotation.The value demands of the Bildungsroman such as “self-formation” are in deep agreement with Hermann Hesse’s personal idea of growing and has become the source of Hesse’s creation of Bildungsromans.Throughout the domestic study of Hesse’s novels,the perspective is diverse and the results are fruitful.Based on the central point of Hesse’s Bidlungsromans,this paper mainly focuses on his four works: Peter Carmenzind,Demian,Narziss und Goldmond and Das Glasperlenspiel,and analyzes the basic characteristics of Hesse’s Bidungsromans in content and art.In addition to the introduction and conclusion,the main content of the paper is divided into four chapters,based on the characteristics of Bildungsromans and the core concepts and elements of Bildungsromans as the main points of investigation,respectively from the fit of Hesse’s idea of growing and the core connotation of Bildungsromans,the protagonists’ growing path and spirit-exploring theme,the role of the mentors and the narrative and aesthetic characteristics of Hesse’s Bildungsromans,discusses the general rules of Hesse’s Bildungsromans from the theme research,narratology and aesthetic theory.The first chapter analyzes the core connotation of the Bildungsroman and Hesse’s idea of growing and points out the degree of agreement between them.As a German Swiss writer,Hesse’s novels are based on the German traditional view of self-formation,which is closely related to the Bilungsroman originated in Germany.Based on the existing research results of Western Bildungsromans,this chapter combs the definition of the Bildungsroman made by scholars,traces back to the source of the Bildungsroman,makes clear the characteristics of the Bildungsroman different from other novel forms and combines Hesse’s personal process of growig to find the agreement between the core connotation of the Bildungsroman and his idea og growing.The second chapter analyzes the protagonists’ growing path and the theme of their spiritual exploration.This chapter analyzes the conflict between the protagonists and the society by combing the growing path of protagonists,comprehends the inner contradiction of protagonist,informs the process of protagonist’s self-recognition and self-acceptance in the external experience,reflects Hesse’s changes in the perspective of focus on people and the thoughts about the relationship between people and the society in different stages of creation.The third chapter analyzes the role of the mentors image in the growing process of the protagonists.Female and male mentors play different roles in that.Among them,although women have always appeared as a supporting roles and only play an instrumental role in the Bildungsromans,they take the sensibility represented by motherhood as their spiritual goal.In contrast,although the dominant position of male mentors is prominent,it shows the simplification of characteristics.Thus,the image of mentors in Hesse’s Bildungsromans is diversified.The fourth chapter analyzes the narrative and aesthetic features of Hesse’s Bildungsromans.The Bildungsroman has itself distinctively narrative characteristics.As a modern writer,Hesse follows the traditional narrative formula and narrative angle,flexibly uses the vertical and horizontal dimensions of time and space to show a broad spiritual panorama,and uses the back and forth switching of narrative voice and narrative discourse to create a unique aesthetic experience,so that this type of novels has full flexibility in his writing.Hesse shuttled between the eastern and western cultures,absorbed the spiritual nutrients of Confucianism,Buddhism and Taoism,blended the multi culture into the creation of his Bildungsromans,and presented the harmonious beauty of unity of opposites. |
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