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作者 Channick, Debra Ellen
書名 Romantic emulation and aesthetic citizenship in Jean-Jacques Rousseau, Charlotte Smith, Mme de Stael and Frances Burney
國際標準書號 9781109249682
book jacket
說明 217 p
附註 Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: 2503
Adviser: Andrea K. Henderson
Thesis (Ph.D.)--University of California, Irvine, 2009
This dissertation argues that French and British writers draw on emulation's classical legacy as a means of extending the boundaries of citizenship. Emulation, long conceived as a form of rivalrous imitation, proved a useful model for romantic writers who were concerned with democratic principles and republican ideals, particular concerns after Les declaration des droits de l'homme et du citoyen's call for both equality and liberty. Emulation allowed writers to participate in debates about imitation and the need for continuity, what Edmund Burke called the "wise prejudice" of tradition, and change, what Mary Wollstonecraft called the "sovereignty of reason." The dissertation examines works by writers as diverse as Rousseau, Smith, Stael, and Burney, who rely on literature's capacity to both describe emulative experience and prompt it in a reader. For each writer, a literary education models sympathetic identification and dis-identification, the acceptance of difference, skills fundamental to citizenship
Chapter one claims that Rousseau constructs the child's education in terms of emulation; the child goes from being a follower to an innovator and "the stranger among us." The hetero-generic Emile reads as an allegorical narrative in which "Emulation" (Emile) weds "Wisdom" (Sophie). Chapter two contends that Smith's early response to the French Revolution, the kunstleroman Celestina, portrays the foundling Celestina's practice of poetry writing as a form of emulative education. Celestina's development is chronicled in the evolution of her lyrics from conventional to innovative and what we would now call romantic. Chapter three demonstrates that Stael's Corinne enacts her theory that literature's ability to stimulate emulation should lead to socio-political improvement. The "improvatrice" Corinne tries to teach her English lover to emulate and fails, a tragic outcome that results in her death and his unhappiness. Arguing that Burney's The Wanderer responds to Corinne, chapter four shows that the novel functions as a "school for juvenile emulation" in which the talented heroine inspires a meritocratic society. Her artistic accomplishments motivate benevolence, thereby linking what was formerly seen as a privileged education to the founding of a more inclusive, liberal society
School code: 0030
Host Item Dissertation Abstracts International 70-07A
主題 Literature, Comparative
Literature, Romance
Literature, English
0295
0313
0593
Alt Author University of California, Irvine
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