Material Information |
| Title: |
Creating Monsters and Haunting Readers An Analysis of the Romantic Novel of Education |
| Physical Description: |
Book |
| Language: |
English |
| Creator: |
Schwadron, Holly |
| Publisher: |
New College of Florida |
| Place of Publication: |
Sarasota, Fla. |
| Creation Date: |
2007 |
| Publication Date: |
2007 |
Subjects |
| Subjects / Keywords: |
Frankenstein
Romanticism
Education |
| Genre: |
bibliography ( marcgt )
theses ( marcgt )
government publication (state, provincial, terriorial, dependent) ( marcgt )
born-digital ( sobekcm )
Electronic Thesis or Dissertation |
Notes |
| Abstract: |
Spurred by the heated climate of the French Revolution, the Romantic novel is considered radical because of the issues it challenges. In response to Enlightenment models of development, the Romantic novel gives a stepby- step analysis of the education of its characters and shows that there are no faulty behaviors that are innate, but rather, they are learned. Furthermore, the Romantic novel emphasizes that bad educations can create faulty belief systems that damage society. At a time of mass literacy, the role of these novels is not simply to entertain, but to didactically educate the readers on the possibilities of better educations, resulting in better societies. Mary Shelley's Frankenstein is my key example of a novel that utilizes its fictional form to instruct the reader. Shelley recognizes fiction as a powerful tool for intellectually shaping people, like her Romantic predecessors, but Frankenstein demands interpretation from the reader, rather than giving a single, didactic, and radical purpose. From my comparison of these works, I believe that we could better understand historical and cultural implications of the educational theories, as well as the view of the novel at the time. |
| Statement of Responsibility: |
by Holly Schwadron |
| Thesis: |
Thesis (B.A.) -- New College of Florida, 2007 |
| Electronic Access: |
RESTRICTED TO NCF STUDENTS, STAFF, FACULTY, AND ON-CAMPUS USE |
| Bibliography: |
Includes bibliographical references. |
| Source of Description: |
This bibliographic record is available under the Creative Commons CC0 public domain dedication. The New College of Florida, as creator of this bibliographic record, has waived all rights to it worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law. |
| Local: |
Faculty Sponsor: Wallace, Miriam |
Record Information |
| Source Institution: |
New College of Florida |
| Holding Location: |
New College of Florida |
| Rights Management: |
Applicable rights reserved. |
| Classification: |
local - S.T. 2007 S4 |
| System ID: |
NCFE003846:00001 |
|
Material Information |
| Title: |
Creating Monsters and Haunting Readers An Analysis of the Romantic Novel of Education |
| Physical Description: |
Book |
| Language: |
English |
| Creator: |
Schwadron, Holly |
| Publisher: |
New College of Florida |
| Place of Publication: |
Sarasota, Fla. |
| Creation Date: |
2007 |
| Publication Date: |
2007 |
Subjects |
| Subjects / Keywords: |
Frankenstein
Romanticism
Education |
| Genre: |
bibliography ( marcgt )
theses ( marcgt )
government publication (state, provincial, terriorial, dependent) ( marcgt )
born-digital ( sobekcm )
Electronic Thesis or Dissertation |
Notes |
| Abstract: |
Spurred by the heated climate of the French Revolution, the Romantic novel is considered radical because of the issues it challenges. In response to Enlightenment models of development, the Romantic novel gives a stepby- step analysis of the education of its characters and shows that there are no faulty behaviors that are innate, but rather, they are learned. Furthermore, the Romantic novel emphasizes that bad educations can create faulty belief systems that damage society. At a time of mass literacy, the role of these novels is not simply to entertain, but to didactically educate the readers on the possibilities of better educations, resulting in better societies. Mary Shelley's Frankenstein is my key example of a novel that utilizes its fictional form to instruct the reader. Shelley recognizes fiction as a powerful tool for intellectually shaping people, like her Romantic predecessors, but Frankenstein demands interpretation from the reader, rather than giving a single, didactic, and radical purpose. From my comparison of these works, I believe that we could better understand historical and cultural implications of the educational theories, as well as the view of the novel at the time. |
| Statement of Responsibility: |
by Holly Schwadron |
| Thesis: |
Thesis (B.A.) -- New College of Florida, 2007 |
| Electronic Access: |
RESTRICTED TO NCF STUDENTS, STAFF, FACULTY, AND ON-CAMPUS USE |
| Bibliography: |
Includes bibliographical references. |
| Source of Description: |
This bibliographic record is available under the Creative Commons CC0 public domain dedication. The New College of Florida, as creator of this bibliographic record, has waived all rights to it worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law. |
| Local: |
Faculty Sponsor: Wallace, Miriam |
Record Information |
| Source Institution: |
New College of Florida |
| Holding Location: |
New College of Florida |
| Rights Management: |
Applicable rights reserved. |
| Classification: |
local - S.T. 2007 S4 |
| System ID: |
NCFE003846:00001 |
|