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An Anti-Hero’s Desire for Objects: Gustave Flaubert’s L’éducation Sentimentale

Fatoş İşıl BRITTEN
Sayfa
71–80
Yayın Tarihi
2017-10-27
DOI
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

This study first introduces the anti-hero Frédéric Moreau, and then discusses how the novel treats objects and what their function is throughout the novel.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Nineteenth century French novelist Gustave Flaubert contributed significantly to the development of the novel genre.
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Temel Bulgular & Veri:Even though his name is associated with Madame Bovary, his novel L’Éducation sentimentale (Sentimental Education) stands out with its deviation from the traditional novel.
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Sonuç & Katkı:This study first introduces the anti-hero Frédéric Moreau, and then discusses how the novel treats objects and what their function is throughout the novel.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Anti-Hero · Descriptions Of Objects · L’Éducation Sentimentale

Özet

Nineteenth century French novelist Gustave Flaubert contributed significantly to the development of the novel genre. Even though his name is associated with Madame Bovary, his novel L’Éducation sentimentale (Sentimental Education) stands out with its deviation from the traditional novel. Despite at first sight appearing to be a Bildungsroman, its protagonist neither learns from his mistakes, nor changes in a positive way. Whereas traditional novelists such as Balzac place emphasis on the depth and development of characters Flaubert does the opposite, presenting an anti-hero to the reader whilst giving character depth a secondary role in the novel. Instead, he prefers to make object names and descriptions which are secondary in the traditional novel more explicit and visible. In that aspect, it is possible to argue that L’Éducation sentimentale brings a substantial innovation to the novel genre. This study first introduces the anti-hero Frédéric Moreau, and then discusses how the novel treats objects and what their function is throughout the novel.

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Bu Makaleye Atıf Yap

BRITTEN, F. İ. (2017). An Anti-Hero’s Desire for Objects: Gustave Flaubert’s L’éducation Sentimentale. Dokuz Eylül Üniversitesi Edebiyat Fakültesi Dergisi, Cilt: 4 - Sayı: 2, 71–80. https://ajindex.com/articles/750926

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Kaynakça (9)

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  2. Bourdieu, P. (1996).The Rules of Art: Genesis and Structure of the Literary Field. California: Stanford University Press.
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  5. Paulson, W. (1992). Sentimental Education: The Complexity of Disenchantment. New York: Twayne Publisher.
  6. Prendergast, C. (1986). ‘Flaubert and the Stupidity of Mimesis’. The Order of Mimesis: Balzac, Stendhal, Nerval, Flaubert. Cambridge: Cambridge University Press.
  7. Roe, D. (1989). Modern Novelists: Gustave Flaubert. New York: St. Martin’s Press.
  8. Tilby, M. (2006). ‘Flaubert’s Place in Literary History’. Timothy Unwin (Ed.) The Cambridge Companion to Flaubert. (pp. 14-33). Cambridge: Cambridge University Press.
  9. Watson, J. (1999). Literature and Material Culture from Balzac to Proust. Cambridge: Cambridge University Press.