By James N. Hardin
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Extra resources for Reflection and action: essays on the Bildungsroman
1 (1990): 130. Page xii knowledge and acceptance of the value system it implies. As can be seen, the problem is not merely one of translation from one language to another; rather, it has also to do with the fact that Bildung is a slippery concept, more so now than formerly, one that is bound to our interpretation of cultural values. "6 And it is therefore impossible in English to arrive at a definition of the genre based on semantic distinctions alone. 7 But such an approach levels significant differences among leading cultural figures around 1800 such as Goethe, Schiller, and Wilhelm von Humboldtas to what Bildung ideally should consist in and what role it ought to play in society.
39 Howe, 1011. Page xxvi exception of Gottfried Keller's Der grüne Heinrich (1879, Green Henry)are discussed in one or more contributions, the genre and the theory about it is simply too problematic and dynamic to allow of a full treatment in a single volume. But the essays address the chief issues and offer new insights. The seventeen essaysthe majority of which were translated from German or written specifically for inclusion in this collectionprovide a stimulating introduction to the history of the genre, to the problems with the term that is used to describe it, and to some of its most representative examples.
On the relationship between F. A. Wolf and Morgenstern, see volumes 1 and 2 of Friedrich August Wolf: Ein Leben in Briefen, ed. Siegfried Reiter, 3 vols. ). 13 Schiller to Goethe, 8 May 1798, in Johann Wolfgang von Goethe, Briefwechsel mit Friedrich Schiller, vol. 20 of Gedenkausgabe der Werke, Briefe und Gespräche, ed. Ernst Beutler (Zurich: Artemis, 1950), 575. Further, Briefe von Goethe, Schiller, Wieland, Kant, Böttiger, Dyk und Falk an Morgenstern, ed. F. Sintenis (Dorpat, 1875). On Goethe's judgment of Morgenstern see Süss, 110.