Goethe’s novel Wilhelm Meisters Lehrjahre, where this quotation is taken from, is unanimously regarded as the prototype of the Bildungsroman by literary scholars. In the following paper I am going to concentrate on the English Bildungsroman exclusively by analysing Charles Dickens’s Great Expectations, a representative novel of the Victorian Bildungsroman.
A Bildungsroman in general describes the life of the protagonist “as a process of movement and adjustment from childhood to early maturity” and “as a growing up and gradual self-discovery in the school-without-walls that is experience.” The plot of a typical English Bildungsroman can usually be divided into three stages in the hero’s development: childhood, youth and maturity. During his first stage of development the protagonist, often an orphaned child, grows up contentedly in the country or in a provincial town. The experience of his first schooling, however, makes him unsatisfied with his lot. Driven by deficiencies and lack of options he sets out to seek his fortune in a cosmopolitan city which in almost all cases is London. This applies to the Victorian age in particular, when the British Empire was at the height of its political and colonial power with its centre in London. The journey from rural environment to the city initiates the second stage, where the hero’s real education begins. He often is increasingly alienated from his childhood friends and persons of trust and experiences urban life. There he is involved in exalting and debasing love affairs. An additional typical theme of the Victorian Bildungsroman is the making of a gentleman. Only by reappraising his values can he enter upon his final stage of maturity. He then returns home to his place of origin to demonstrate the degree of his success or failure. There are numerous facets to this general description of the hero’s life. A thorough analysis of Great Expectations will reveal the most important and most striking aspects of the genre.
I am not going to make this distinction, because in the context of English literature these categories are far less rigid.
Deriving its roots from Germany the Bildungsroman first came into being in England during the Age of Enlightenment. The victorious hero of the English Bildungsroman of the 18th century generally experienced a life “(…) of success, of obstacles overcome, of safety and prosperity reached.”
Table of Contents
- 1. Characteristic features and short history of the English Bildungsroman
- 2. Pip's three stages
- 2.1. Nothing but disappointments?
- 2.1.1. Pip's search for identity, a father and a family
- 2.1.2. Pip's desire to be educated
- 2.1.3. Pip's desire to rise in society and to become a gentleman
- 2.1.4. Pip's mad obsession with and unreturned love of Estella
- 3. Hard-hearted Dickens or romantic Bulwer-Lytton?
Objectives and Key Themes
This paper analyzes Charles Dickens's Great Expectations as a representative example of the English Bildungsroman. Its objective is to examine Pip's development through the three stages of childhood, youth, and maturity, as outlined in the typical structure of the genre. The analysis will explore how Dickens utilizes the conventions of the Bildungsroman, while also considering the novel's unique contributions to the form.
- The characteristics and historical development of the English Bildungsroman
- Pip's journey of self-discovery and maturation
- The influence of societal expectations and class on Pip's aspirations
- The role of love and relationships in Pip's development
- The complexities of Pip's expectations and their consequences
Chapter Summaries
1. Characteristic features and short history of the English Bildungsroman: This chapter provides a general overview of the English Bildungsroman, tracing its origins and development. It highlights key characteristics of the genre, such as the protagonist's journey from childhood to maturity, often involving a move from rural to urban settings, and the exploration of themes like identity, education, and social mobility. The chapter establishes a framework for analyzing Great Expectations within the context of the Bildungsroman tradition, contrasting earlier optimistic depictions of success with the more pessimistic tone found in Victorian examples, foreshadowing the complexities in Pip's journey.
2. Pip's three stages: This chapter outlines the three distinct stages of Pip's development in Great Expectations—childhood, youth, and maturity—mirroring the typical structure of a Bildungsroman. It introduces the idea that while the novel appears to conclude with Pip's return to his origins, the resolution of his moral and emotional conflicts might be more nuanced. The chapter sets the stage for a deeper exploration of Pip's experiences and transformations throughout the novel.
Keywords
English Bildungsroman, Great Expectations, Charles Dickens, Pip, identity, social mobility, education, love, expectations, Victorian literature, coming-of-age.
Frequently Asked Questions: Analysis of Charles Dickens' Great Expectations as an English Bildungsroman
What is the purpose of this document?
This document provides a comprehensive preview of an academic paper analyzing Charles Dickens's Great Expectations as an English Bildungsroman. It includes a table of contents, objectives and key themes, chapter summaries, and keywords.
What are the key themes explored in the analysis of Great Expectations?
The analysis explores several key themes, including: the characteristics and historical development of the English Bildungsroman; Pip's journey of self-discovery and maturation; the influence of societal expectations and class on Pip's aspirations; the role of love and relationships in Pip's development; and the complexities of Pip's expectations and their consequences.
How is Great Expectations analyzed within the context of the Bildungsroman?
The paper examines Pip's development through three stages (childhood, youth, and maturity), a typical structure of the Bildungsroman. It analyzes how Dickens utilizes the conventions of the genre while also highlighting the novel's unique contributions to the form. The analysis contrasts earlier optimistic depictions of success in the Bildungsroman with the more pessimistic tone often found in Victorian examples, setting the stage for examining the complexities in Pip's journey.
What are the three stages of Pip's development discussed in the analysis?
The analysis focuses on three distinct stages in Pip's life: childhood, youth, and maturity. Each stage contributes to his overall development and the exploration of the themes within the Bildungsroman framework. While the novel concludes with Pip returning to his origins, the analysis suggests a more nuanced interpretation of the resolution of his moral and emotional conflicts.
What specific aspects of Pip's life are examined in the analysis?
The analysis delves into various aspects of Pip's life, including his search for identity and family; his desire for education and social advancement; his obsessive and unrequited love for Estella; and the impact of his experiences and relationships on his overall development. The analysis considers how these elements contribute to his journey within the Bildungsroman tradition.
What is the significance of the chapter on the English Bildungsroman?
The chapter provides a background on the English Bildungsroman, tracing its origins and development and highlighting its key characteristics. This establishes a framework for understanding Great Expectations within this literary genre, allowing for a comparative analysis of the novel's unique features against the broader conventions of the form.
What are the keywords associated with this analysis?
The keywords include: English Bildungsroman, Great Expectations, Charles Dickens, Pip, identity, social mobility, education, love, expectations, Victorian literature, and coming-of-age.
- Quote paper
- Matthias Schmid (Author), 2005, Great Expectations as a Bildungsroman, Munich, GRIN Verlag, https://www.grin.com/document/73507
