processes, yet the emphasis is more on how he/she reacts to the he/she “cultural forces” comes across. To have the Bildungsroman genre be effective in its educative part, it must be written well, aesthetically and stylistically. Unlike the other aspects of the coming of age genre, the philosophical and aesthetical part does not strongly emphasize on the personal growth of the Based on this segment, it is more on the need to make novel’s protagonist. the reader feel like he/she is feeling connected. According to James Hardin, the Bildungsroman with older types of novel, but is considered to be more “genre overlaps p. x). This type of novel is easily distinct compared to the other philosophical” (1991, types since it has a balance between philosophical and aesthetical. In this case, the literature is able to teach about moral issues, but in order for readers to understand, there must be a personal connection between the reader and the author on the way it was written and what it consists of. In reference to Bildungsroman--Term and Fritz Martini’s (1991), he explains how: Theory The novel appears as a transitional form between reality, that and is, “history” poesie. It deceives through the impression of reality wrought by prose and, in the prosaic mood in which people usually find fictive narration, weaves with… themselves into an entertaining poetic work. Moreover, it encourages the cultivation of the reader more fully than any other types of novel. It presents material according to the laws of beauty, as an artwork and it communicates to serve a purpose, to teach, and to improve. (p. 17-18) Aside from being educated through the thoughts, emotions, and reactions, protagonist’s readers are learning moral values through the connection they have with the protagonist,
processes, yet the emphasis is more on how he/she reacts to the “cultural forces” he/she comes across. To have the Bildungsroman genre be effective in its educative part, it must be written well, aesthetically and stylistically. Unlike the other aspects of the coming of age genre, the philosophical and aesthetical part does not strongly emphasize on the personal growth of the novel’s protagonist. Based on this segment, it is more on the need to make the reader feel like he/she is feeling connected. According to James Hardin, the Bildungsroman “genre overlaps with older types of novel, but is considered to be more philosophical” (1991, p. x). This type of novel is easily distinct compared to the other types since it has a balance between philosophical and aesthetical. In this case, the literature is able to teach about moral issues, but in order for readers to understand, there must be a personal connection between the reader and the author on the way it was written and what it consists of. In reference to Fritz Martini’s Bildungsroman--Term and Theory (1991), he explains how: The novel appears as a transitional form between reality, that is, “history” and poesie. It deceives through the impression of reality wrought by prose and, in fictive narration, weaves with… the prosaic mood in which people usually find themselves into an entertaining poetic work. Moreover, it encourages the cultivation of the reader more fully than any other types of novel. It presents material according to the laws of beauty, as an artwork and it communicates to serve a purpose, to teach, and to improve. (p. 17-18) Aside from being educated through the protagonist’s thoughts, emotions, and reactions, readers are learning moral values through the connection they have with the protagonist,