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- W3026235609 abstract "This chapter focuses on the <italic>Bildungsroman</italic>, studying the philosophical and literary significance of the novel of development. Through readings of Margaret Oliphant's <italic>Miss Marjoribanks</italic> (1866), Johann Wolfgang von Goethe's <italic>Wilhelm Meister's Apprenticeship</italic>, Charles Dickens's <italic>Great Expectations</italic>, and John Stuart Mill's <italic>Autobiography</italic>, it suggests that the ethical foundations of the concept of <italic>Bildung</italic>—and in particular the idea of <italic>sensus communis</italic> (common sense)—made form in the <italic>Bildungsroman</italic>, lay the groundwork for one's own understanding of what makes a novel count as an object of study. The operating principle in the narrative structure of the <italic>Bildungsroman</italic> is the discovery that one is already a member of a community, and that one's decisions can be understood as stemming from that community. Proper cultivation means the development of a character that can understand and respond to the pre-existing, yet unconscious, shared consensus: the <italic>sensus communis</italic>. This sort of reciprocity between individual and community is actually a better description of how moral intuition worked, at its more refined levels, than references to physical sensation." @default.
- W3026235609 created "2020-05-29" @default.
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- W3026235609 date "2019-12-10" @default.
- W3026235609 modified "2023-09-24" @default.
- W3026235609 title "Back in Time: The Bildungsroman and the Source of Moral Agency" @default.
- W3026235609 doi "https://doi.org/10.23943/princeton/9780691196640.003.0005" @default.
- W3026235609 hasPublicationYear "2019" @default.
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