Diss. Philosophische Fakultät I--Zürich--Universität, 1991.

This thesis discusses the social and economic conditions which influenced the novels of William Godwin, and looks at his works and their criticisms of the conditions of the age.

Diss. : Münster : 1986. / Bibliogr.: p. 274-288.

En Angleterre, à la fin du XVIIIe siècle, le débat sur l’éducation des pauvres s’intensifie. La pauvreté, grandissante, est vue comme une menace pour la sécurité publique. L’éducation apparaît alors comme un moyen de la réguler et de résoudre les problèmes moraux qu’elle engendre. William Godwin, écrivain, philosophe et éducateur, prend part à ce débat qui articule éducation, pauvreté et politique. Ce travail se fixe pour objectif de réaliser une lecture de la philosophie politique et éducative de William Godwin à partir des positions qu’il a tenues sur la question de la pauvreté. Bien qu’il n’ait jamais explicitement indiqué que sa pensée éducative et sa pensée politique étaient destinées aussi aux couches défavorisées de la société, nous faisons l’hypothèse qu’une lecture cohérente de son œuvre peut être réalisée si on le suppose. Pour définir sa contribution au débat sur l’éducation des pauvres, réaliser un état des lieux du système éducatif existant a été nécessaire. Dans un second temps, a été menée une analyse du plan d’éducation godwinien qui s’oppose nettement à cette éducation. Axé sur l’égalité naturelle, le potentiel de progrès et le développement des différentes dimensions humaines, un tel projet éducatif permet à chacun d’atteindre l’autonomie et de vivre harmonieusement avec ses semblables. Enfin, éduquer, c’est former de nouveaux hommes capables de vivre dans une nouvelle société. Pour Godwin, la société du futur est une société où les hommes seront suffisamment éduqués et autonomes pour se passer d’État. Au terme de ces analyses, il apparaît légitime d’affirmer qu’il n’y a pas, chez Godwin, une société pour les riches ou une société pour les pauvres ni une éducation pour les riches et une éducation pour les pauvres, mais bien, une éducation et une société pour tous. / In England, at the end of the eighteenth century, the debate on the education of the poor gets stronger. Poverty is increasing and it is perceived as a threat to people’s safety. In that context, education appears as a means to regulate and solve the moral problems it triggers. William Godwin, a writer, a philosopher but also an educator takes part in the debate which articulates education, poverty and politics. The present research aims at carrying out a reading of William Godwin’s political and educationnal philosophy from the views he expressed, separately, on the issue of poverty.Though he never clearly mentioned that his educational and political thinking was also meant for the lower ranks of society, we believe that a coherent reading of his work can be performed if we suppose that his thinking was effectively destined for the poor. Defining Godwin’s contribution to the debate on education for all first implies to propose a description of the educational system in Godwin’s time. Then, an analysis of his educational plan that stands in total opposition to the education of his time has been suggested. Based on equality among men, their potential of progress and the developement of all human qualities, it intends to form independent human beings able to live harmoniously with other people. Eventually, educating means forming new men able to live in a new society. To Godwin, the new society is a place where people are educated and autonomous enough to get rid of the state. At the end of our study, it seems legitimate to assert that, in Godwin’s thinking, there is neither a society for rich people or a society for the poor, or an education for the rich and another one for the poor but rather an education and a society for everybody.

Cette thèse étudie un corpus de romans anglais, encore peu étudiés en France et jamais étudiés collectivement, publiés entre 1782 et 1805 par des écrivains et des écrivaines se rattachant par leurs idées et, pour certains, leur militantisme actif, au mouvement radical qui se développe en Angleterre dans la seconde moitié du XVIIIe siècle, s’amplifie et s’organise sous l’impulsion de la Révolution française, puis, sévèrement réprimé par le gouvernement de William Pitt, s’effondre à la fin de la décennie. Cette séquence historique laisse des traces profondes dans l’œuvre des romanciers radicaux, dont beaucoup, comme William Godwin, Mary Wollstonecraft et John Thelwall, sont philosophes ou polémistes avant d’être romanciers et prennent la plume pour défendre les droits de l’homme (et de la femme) dans le débat anglais sur la Révolution française qui oppose Edmund Burke à Thomas Paine. En croisant l’histoire des idées politiques, l’histoire sociale et culturelle du mouvement radical, l’histoire du livre et la narratologie classique, ce travail s’efforce de mettre en lumière la façon dont les romans encodent une certaine idéologie politique dans leurs formes – du discours des locuteurs au format de publication des romans, en passant par leurs narrateurs, leurs intrigues, leurs personnages, leur style et leurs silences signifiants. Un tel examen fait ressortir, plutôt qu’une idéologie radicale unifiée, une tension récurrente entre deux versions, libérale et jacobine, bourgeoise et plébéienne, du radicalisme, dont l’articulation conflictuelle revêt différentes formes d’un auteur à l’autre et d’un terme à l’autre de la période étudiée, à mesure que la réaction conservatrice enterre les espoirs radicaux de réformes. / This dissertation examines a corpus of English novels which have been little studied in France as yet and never as a whole. The novels were published between 1782 and 1805 by a group of writers who, by their ideas and in some cases active political commitment, belong to the radical movement which developed in England in the second half of the eighteenth century, gained impetus and structure in the wake of the French Revolution, and collapsed at the end of the decade when faced with repression from the government of William Pitt. Radical novelists, many of whom, like William Godwin, Mary Wollstonecraft and John Thelwall, were philosophers and pamphleteers before they took to novel-writing, flew to the defence of the rights of man (and of the rights of woman) in the revolution controversy which pitted Thomas Paine against Edmund Burke – and their work bears the mark of the rise and demise of the radical movement. Combining intellectual history with classical narratology, book history, and the social and cultural history of radicalism, this dissertation seeks to highlight the way in which political ideology is built into the very forms of the novels – in the characters’ speech and the characters themselves, in the novels’ plot and narration type, in their style and publishing format, as well as in their meaningful silences. Such a study brings to light, rather than a coherent radical ideology, a recurring tension between two versions of radicalism, liberal and jacobin, bourgeois and plebeian, whose partly conflicting conjunction assumes different shapes from one novelist to the other and between the early 1780s and late 1790s, as radical hopes of reform sink under the conservative backlash.

Feeling forgotten charts a shift in late eighteenth- and early nineteenth-century English literature that is structured on a crisis of memory. This shift consists in a movement towards a literary construction of aesthetic and moral self-forgetfulness that draws its intense power from an anxiety about human mortality and historical forgetting. Through analyses of texts that depict the need to overcome individual and cultural loss through a desire for oblivion, Feeling forgotten contends that the Romantic period gave birth to anti-mnemonic aesthetic in which the displacement of a perceived loss of the feeling of lived memories into various literary fictions preserves the past in such a way as to answer an unavoidable loss of feeling by asserting that the past, one's own and others, can be felt (again) in the complex affective experience found in reading about the past. In a more ambitious sense, Feeling forgotten attempts to point the way towards an understanding of Romantic and post-Romantic nostalgia as a strong rejection of its melancholic forbearers and as a response to late eighteenth- and early nineteenth-century self-forgetting. Indeed, the rejection of this more complex Romantic form of nostalgia, one in which the always frustrated attempt to inscribe forgetfulness itself into the text of memory is productive of the ongoing act of writing, would become the founding principle for later forms of nostalgia that seek to render forgetting as an act that resides outside the written text. Based on a reorientation of Charlotte Smith's poetic archive of feelings, which defines feeling as the failure of poetry to contain and defuse feelings themselves, and the passionate rationalism of William Godwin's early nineteenth century texts, in which self-analysis serves as both the generator and corruptor of the sympathetic feelings found in sentimental literature, Walter Scott's passive, amnesiac romances stage the fantasy of an evasion from the political and material significance of history. / text

Abstract This study examines the connection between power and identity in three Gothic novels, Ann Radcliffe’s The Mysteries of Udolpho, William Godwin’s Caleb Williams, and Charles Robert Maturin’s Melmoth the Wanderer. Following the identity theories of Erik Erikson, I argue that identity has biological, psychological, and social aspects that are subject to change over time. As individual agency—the ability to function as a person—depends on a relatively certain and stable sense of personal identity, Gothic villains—both individuals and institutions—gain and maintain their power by disempowering their victims. In order to do so, they work to compromise these victims’ sense of personal identity, causing them to suffer identity crises that greatly reduce their ability to function. Employing various means—including threats of rape, destruction of reputation, imprisonment, forced exile, denial of freedom of thought, torture, and others—Gothic villains attempt to weaken their victims by placing them in situations that cause the fears that Erikson argues all people share to become paralyzing and debilitating states of anxiety, states in which the victims suffer from a temporary, or, in extreme cases, permanent loss of agency. These Gothic victims’ paranoia, identity crises, and subsequent loss of agency underscore the importance of individuals’ identity and constitute the horror that is at the heart of Gothic fiction.

The aim of this diploma thesis is the comparison of the interpretations of the two novels of English Romanticism: William Godwin?s Caleb Williams (1794) and Mary Shelley?s Frankenstein (1818). It will concentrate on the influence of the tradition of Gothic novels, especially on the motifs of secret, pursuit, crime and self-devision. It will also concentrate on the atmosphere of fear and suspense.

No description available.

This dissertation argues that the British philosopher, novelist and social critic William Godwin (1756-1836) used literary depictions and discussions of book-reading to negotiate public debates about the nature of the human mind. It takes an intellectual-historical approach to Godwin's representation of communications media, using this to illuminate the wider cultural significance of book-reading in Romantic-period Britain. I ultimately claim that for Godwin, the book-object became a literary presence and a conceptual tool by which he expressed and defended his belief in the reality and necessity of intellectual perfectibility. My first three chapters set the groundwork for this argument by exploring Godwin's treatment of 'The Matter of the Reader' (Chapter One), 'The Ethics of Novel-Reading' (Chapter Two), and 'The Discipline of Reading' (Chapter Three). As Godwin engaged with debates about materialism, literary form and education, he negotiated inherited ambivalence about the nature of the human mind and the conditions necessary for its vitality. Godwin's writing about reading exposes a fundamental tension that runs throughout his corpus: he consistently invested confidence in the mind and idealised its operation, yet was simultaneously preoccupied by theorising major threats to its development. My final two chapters argue that Godwin's writing about the book as a material medium provided an ongoing response to this tension. I show that his comparative evaluations of 'Social Media' (Chapter Four) and his literary rendering of books in terms of 'Bodies and Monuments' (Chapter Five) were contributions to debates about the powers of truth, death, and cultural memory. I conclude that Godwin used the book-object as a gesture of faith in the necessary perfection of human minds. This dissertation remaps Godwin's contribution to British culture by drawing attention to the crucial role book-reading played in his philosophy, fiction, essays and correspondence. In doing so, it highlights a rich vein of enquiry opened up by the growing 'interdiscipline' of media history: the cultural figuration of books and reading.