The School of Days establishes Heinrich von Kleist as a strong voice within the pedagogical debates of his times. Through detailed analyses of works by Rousseau, Jean Paul Richter, Kant, and others, it traces Kleist's response to influential pedagogical theories of the mid-eighteenth and early nineteenth centuries. Nancy Nobile examines the relationship of theory and practice in education to illuminate the novelistic impulse, and thus the role of fiction, in pedagogical endeavors. Nobile demonstrates how Kleist's texts ...
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The School of Days establishes Heinrich von Kleist as a strong voice within the pedagogical debates of his times. Through detailed analyses of works by Rousseau, Jean Paul Richter, Kant, and others, it traces Kleist's response to influential pedagogical theories of the mid-eighteenth and early nineteenth centuries. Nancy Nobile examines the relationship of theory and practice in education to illuminate the novelistic impulse, and thus the role of fiction, in pedagogical endeavors. Nobile demonstrates how Kleist's texts reveal the irrationality and antagonism often inherent in the ostensibly rational act of shaping human beings. She explores the dynamics of trauma in Kleist's depictions of education, arguing that his works frequently stage pedagogical encounters as violent negotiations of gender. Beginning with her argument that trauma is a constitutive element of education in Rousseau's Emile, Nobile explores the role of trauma in both subject formation and the perception of national identity, and considers its ramifications for Kleist's biography, for his fictional characters, and also for the prospect of German nationhood during the Napoleonic wars. The School of Days provides close readings of works in all genres by Kleist: drama, essay, correspondence, narrative, and lyric. It offers new interpretations of several of Kleist's most familiar works -- "Uber das Marionettentheater, " "Uber die allmahliche Verfertigung der Gedanken beim Reden, " Prinz Friedrich von Homburg -- and also contains detailed commentary on texts usually ignored by Kleistian scholarship: "Allemeuester Erziehungsplan, " "Charite-Vorfall, " and other essays written for the Germania, Phobus, and the BerlinerAbendblatter. While Nobile devotes careful attention to textual detail, she firmly anchors her readings within the political, historical, biographical, and philosophical contexts of Kleist's works. This book will be of interest to scholars of Heinrich von Kleist and German Romanticism as well as those interested in the history of pedagogy.
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Add this copy of The School of Days: Heinrich Von Kleist and the Traumas to cart. $5.94, very good condition, Sold by Midtown Scholar Bookstore rated 5.0 out of 5 stars, ships from Harrisburg, PA, UNITED STATES, published 1999 by Wayne State University Press.
Add this copy of The School of Days: Heinrich Von Kleist and the Traumas to cart. $9.48, very good condition, Sold by Midtown Scholar Bookstore rated 5.0 out of 5 stars, ships from Harrisburg, PA, UNITED STATES, published 1999 by Wayne State University Press.
Add this copy of School of Days: Heinrich Von Kleist and the Traumas of to cart. $12.00, like new condition, Sold by Grendel Books, ABAA/ILAB rated 5.0 out of 5 stars, ships from Springfield, MA, UNITED STATES, published 1999 by Wayne State University Press,.
This study of Kleist's view of formal education is scholarly, detailed, and full of interesting material. The author shows us that Kleist had little faith in formal education and "profound faith in another kind of education..." (p. 219). I think the analysis of individual works is well done, and its conclusion is intelligent and productive. The author considers the question of "Bildung" in the context of the political and social background to Kleist's work, but not in reference to the development of formal education and theories of pedagogy in Western Civilization, or to the rise of schools and schooling and their relationship to military training. There doesn't seem to be a strong biographical orientation either. I felt that the author's statement would have been strengthened by a stronger emphasis on the historical background, including the culture of schools and the military, with some consideration of the biographical context as well. Underlying Kleist's work is possibly a devastating analysis of formal education, and more could have been done with this. The language of Nobile's book seems unnecessarily complex at times --"These texts...are truly "vermischt" in the sense that their juxtaposed presentation encourages intertextual reflection." (p. 217). However, the author's basic purpose is usually clear. Good reading!
