The Education of the Protagonist As Reader In
THE EDUCATION OF THE PROTAGONIST AS READER IN THE EARLY BILDUNGSROMAN by Zsuzsa Horváth B.A. equivalent, German Literature, University of Augsburg, Germany, 1999 M.A., Germanic Languages and Literatures, University of Pittsburgh, 2001 M.A., Hungarian Language and Literature, University of Szeged, Hungary, 2006 Submitted to the Graduate Faculty of Arts and Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2009 UNIVERSITY OF PITTSBURGH ARTS AND SCIENCES This dissertation was presented by Zsuzsa Horváth It was defended on October 2, 2009 and approved by Attilio Favorini, PhD, Professor John Lyon, PhD, Associate Professor Sabine von Dirke, PhD, Associate Professor Dissertation Advisor: Clark Muenzer, PhD, Associate Professor ii Copyright © by Zsuzsa Horváth 2009 iii THE EDUCATION OF THE PROTAGONIST AS READER IN THE EARLY BILDUNGSROMAN Zsuzsa Horváth, PhD University of Pittsburgh, 2009 The dissertation investigates reading behaviors in Goethe’s Wilhelm Meisters Lehrjahre (1795-96), Tieck’s Franz Sternbalds Wanderungen (1798/1843) and Novalis’ Heinrich von Ofterdingen (1802) within the framework of the history of reading and book production. Social and technological pressures during the latter part of the eighteenth century resulted in a re- definition and re-invention of the reading process as the modern book was being “invented.” New themes and genres appeared on the literary horizon that had as a goal the education of a new kind of reader. Goethe’s, Tieck’s, and Novalis’s novels, which were products of the paradigm shift in reading, did not, however, just embrace changes that were already in place. By engaging in the contemporary discussion about new and old reading behaviors, each of these works promoted a new kind of reading that in one way or another maintained older forms while still recognizing the revolution that the irreversible technological advances had initiated.
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