The term Bildungsroman denotes a novel of all-around self-development. Used generally, it encompasses a few similar genres: the Entwicklungsroman, a story of general growth rather than self-culture; the Erziehungsroman, which focuses on training and formal education; and the Kunstlerroman, about the development of an artist. (The Space Between, 13) Although Great Expectations, Aurora Leigh, and Waterland may fit one of these more specific categories, for the purposes of comparison, I shall discuss the Bildungsroman genre as a whole and how it applies to all three. My definition of Bildungsroman is a distilled version of the one offered by Marianne Hirsch in "The Novel of Formation as Genre":
1. A Bildungsroman is, most generally, the story of a single individual's growth and development within the context of a defined social order. The growth process, at its roots a quest story, has been described as both "an apprenticeship to life" and a "search for meaningful existence within society."
4. Eventually, the spirit and values of the social order become manifest in the protagonist, who is then accommodated into society. The novel ends with an assessment by the protagonist of himself and his new place in that society.
Great Expectations is widely considered to be a direct descendant of Goethe's Wilhelm Meister, the prototypical Bildungsroman. Aurora Leigh takes the genre and complicates it with problems of gender in Victorian society. Waterland reconsiders personal growth in a postmodern context, using narrative not for description, but rather as the vehicle for maturation.
Last modified 21 February 2005