when he realizes she is with another man; thus, leads Wilhelm to take an alternative direction, leading him onto a journey with some of his friends. Overall, novel Goethe’s fits the structure of what the Bildungsroman is composed of, in reference to Based on the story, journey consists of many of the Morgenstern’s research. Wilhelm’s components, such as companions that assist him on his adventure and the plot being written in a chronological manner. Moreover, the character of Wilhelm is a similar variation of the typical male protagonist in the coming of age genre. At the same time, readers also get the sense of concerns that apply to the Beards’ four Bildungsroman’s values. According to Beyond the Bildungsroman: Character Development Tobias Boes’ (2007), Goethe and Communal Legitimation in the Early Fiction of Joseph Conrad a sense of community not by allowing for projective identification, but rather by “creates leading his audience to the recognition that another human can nevertheless life… contain a moral that may help make sense of own (p. 128). In reference one’s existence” to article, he claims how the author was able to let individuals recognize their own Boes’ selves due to the self-reflection and identification in the story. Furthermore, character’s more inner life and the less outer life a novel portrays the more noble and elevated it “the will (Hardin, 1991, p. 88). As a result from this literary component, reading about a be” self-reflection and personal recognition permits us to analyze more about the character’s protagonist, dealing with similar situations like this in real life, and our own and consciousness; thus, accentuating more on the internal protagonist’s conflicts is more valuable than concentrating on the external situations.
when he realizes she is with another man; thus, leads Wilhelm to take an alternative direction, leading him onto a journey with some of his friends. Overall, Goethe’s novel fits the structure of what the Bildungsroman is composed of, in reference to Morgenstern’s research. Based on the story, Wilhelm’s journey consists of many of the components, such as companions that assist him on his adventure and the plot being written in a chronological manner. Moreover, the character of Wilhelm is a similar variation of the typical male protagonist in the coming of age genre. At the same time, readers also get the sense of Beards’ four concerns that apply to the Bildungsroman’s values. According to Tobias Boes’ Beyond the Bildungsroman: Character Development and Communal Legitimation in the Early Fiction of Joseph Conrad (2007), Goethe “creates a sense of community not by allowing for projective identification, but rather by leading his audience to the recognition that another human life… can nevertheless contain a moral that may help make sense of one’s own existence” (p. 128). In reference to Boes’ article, he claims how the author was able to let individuals recognize their own selves due to the character’s self-reflection and identification in the story. Furthermore, “the more inner life and the less outer life a novel portrays the more noble and elevated it will be” (Hardin, 1991, p. 88). As a result from this literary component, reading about a character’s self-reflection and personal recognition permits us to analyze more about the protagonist, dealing with similar situations like this in real life, and our own and consciousness; thus, accentuating more on the protagonist’s internal conflicts is more valuable than concentrating on the external situations.
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