Papers by M. Hikmet Luleci
This article examines the intrinsic relationship between Nietzsche’s conceptualisation of ‘beyond... more This article examines the intrinsic relationship between Nietzsche’s conceptualisation of ‘beyond good and evil’ and his distinct view of the self. First, it focuses on Nietzsche’s genealogical analysis of morality, and by scrutinising this historical account of moral valuations the article then endeavours to present Nietzsche’s concrete philosophical standpoint on the fundamental necessity of value judgments which are constantly realised by individuals in their interactions with each other and with life. In this regard, it discusses the strong need to differentiate Nietzsche’s dismissal of the Judaeo-Christian scheme of morals, as good and evil, from his firm advocacy for creatively and only personally actualised valuations of good and bad. After delineating this essential distinction, the article portrays how Nietzsche’s view of the becoming self is interconnected with his proposal of the formation of moral valuations beyond good and evil. Finally, it conclusively elucidates how Nietzsche considers the self’s endless revaluation of morals beyond good and evil for the affirmation of life as its primary means to attain the unity of its selfhood, and it further illuminates his comprehension of this process as the prerequisite step for the self to realise the unity of its selfhood in its endless becoming.
"This thesis examines Thomas Mann’s literary work The Magic Mountain in relation to the tradition... more "This thesis examines Thomas Mann’s literary work The Magic Mountain in relation to the traditional idea of Bildung, the classical literary genre Bildungsroman and Friedrich Nietzsche’s view of the self. In relation to these three different fields of study, it purposes to understand the self-development of the novel’s protagonist Hans Castorp at the Berghof sanatorium in the Swiss Alps. The work focuses on the protagonist’s self-formation as its basis for analysis, and accordingly it assesses his self-cultivation through the theoretical insights of Bildung, Bildungsroman and Nietzsche’s philosophy.
The thesis’ first chapter contains a selective, chronological reading of The Magic Mountain, concentrating on its main character’s self-development. It excludes from its focus some of the dominant themes and motifs in the literary work, mentioning them only in connection with Hans Castorp’s self-cultivation. The first chapter divides the protagonist’s self-formation into three main parts, providing an account of the main character’s progressive development in his selfhood. The second chapter deals with the theoretical descriptions of the traditional idea of Bildung in the late 18th century and its literary adaptation, classical Bildungsroman, in the 18th and 19th centuries. It examines the commonly shared individual, educational and social aspects of Bildung and Bildungsroman. Having described the thought and its literary formation, it then compares and contrasts Hans Castorp’s attainment of the unity of his self in relation to these scrutinised studies. The final chapter concentrates on the idea of the self in Nietzsche’s philosophy. In contrast to the descriptive, theoretical analyses in the preceding chapter, this final chapter offers an interpretive look at Nietzsche’s view of the self. After outlining his conceptualisation of the unity of the self in the majority of Nietzsche’s philosophical works and his literary work Thus Spoke Zarathustra, the chapter concludes by highlighting the resemblances between the elements of the protagonist’s Bildung and Nietzsche’s various conceptualisations in his view of the self.
The thesis’ conclusion binds together all of the findings in the second and third chapters with the novel’s account of Hans Castorp’s self-development in his journey to the Swiss Alps. This part compares and contrasts the traditional idea of Bildung and the classical literary genre Bildungsroman with Nietzsche’s view of the self. On this basis it deduces that Bildung and Bildungsroman are complementary to Nietzsche’s philosophy in the examination of The Magic Mountain, and it suggests that a reading of the novel in the absence of any assistance from these three disciplines does not address the unity of the protagonist’s self- cultivation, which constitutes the primary theme of the novel. Consequently, with the help of Nietzsche’s philosophy, the thesis concludes by explaining how Hans Castorp’s Bildung amalgamates itself with tragedy, and thus how his life story in The Magic Mountain can be seen as an uncommonly tragic novel in the genre Bildungsroman."
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Papers by M. Hikmet Luleci
The thesis’ first chapter contains a selective, chronological reading of The Magic Mountain, concentrating on its main character’s self-development. It excludes from its focus some of the dominant themes and motifs in the literary work, mentioning them only in connection with Hans Castorp’s self-cultivation. The first chapter divides the protagonist’s self-formation into three main parts, providing an account of the main character’s progressive development in his selfhood. The second chapter deals with the theoretical descriptions of the traditional idea of Bildung in the late 18th century and its literary adaptation, classical Bildungsroman, in the 18th and 19th centuries. It examines the commonly shared individual, educational and social aspects of Bildung and Bildungsroman. Having described the thought and its literary formation, it then compares and contrasts Hans Castorp’s attainment of the unity of his self in relation to these scrutinised studies. The final chapter concentrates on the idea of the self in Nietzsche’s philosophy. In contrast to the descriptive, theoretical analyses in the preceding chapter, this final chapter offers an interpretive look at Nietzsche’s view of the self. After outlining his conceptualisation of the unity of the self in the majority of Nietzsche’s philosophical works and his literary work Thus Spoke Zarathustra, the chapter concludes by highlighting the resemblances between the elements of the protagonist’s Bildung and Nietzsche’s various conceptualisations in his view of the self.
The thesis’ conclusion binds together all of the findings in the second and third chapters with the novel’s account of Hans Castorp’s self-development in his journey to the Swiss Alps. This part compares and contrasts the traditional idea of Bildung and the classical literary genre Bildungsroman with Nietzsche’s view of the self. On this basis it deduces that Bildung and Bildungsroman are complementary to Nietzsche’s philosophy in the examination of The Magic Mountain, and it suggests that a reading of the novel in the absence of any assistance from these three disciplines does not address the unity of the protagonist’s self- cultivation, which constitutes the primary theme of the novel. Consequently, with the help of Nietzsche’s philosophy, the thesis concludes by explaining how Hans Castorp’s Bildung amalgamates itself with tragedy, and thus how his life story in The Magic Mountain can be seen as an uncommonly tragic novel in the genre Bildungsroman."
The thesis’ first chapter contains a selective, chronological reading of The Magic Mountain, concentrating on its main character’s self-development. It excludes from its focus some of the dominant themes and motifs in the literary work, mentioning them only in connection with Hans Castorp’s self-cultivation. The first chapter divides the protagonist’s self-formation into three main parts, providing an account of the main character’s progressive development in his selfhood. The second chapter deals with the theoretical descriptions of the traditional idea of Bildung in the late 18th century and its literary adaptation, classical Bildungsroman, in the 18th and 19th centuries. It examines the commonly shared individual, educational and social aspects of Bildung and Bildungsroman. Having described the thought and its literary formation, it then compares and contrasts Hans Castorp’s attainment of the unity of his self in relation to these scrutinised studies. The final chapter concentrates on the idea of the self in Nietzsche’s philosophy. In contrast to the descriptive, theoretical analyses in the preceding chapter, this final chapter offers an interpretive look at Nietzsche’s view of the self. After outlining his conceptualisation of the unity of the self in the majority of Nietzsche’s philosophical works and his literary work Thus Spoke Zarathustra, the chapter concludes by highlighting the resemblances between the elements of the protagonist’s Bildung and Nietzsche’s various conceptualisations in his view of the self.
The thesis’ conclusion binds together all of the findings in the second and third chapters with the novel’s account of Hans Castorp’s self-development in his journey to the Swiss Alps. This part compares and contrasts the traditional idea of Bildung and the classical literary genre Bildungsroman with Nietzsche’s view of the self. On this basis it deduces that Bildung and Bildungsroman are complementary to Nietzsche’s philosophy in the examination of The Magic Mountain, and it suggests that a reading of the novel in the absence of any assistance from these three disciplines does not address the unity of the protagonist’s self- cultivation, which constitutes the primary theme of the novel. Consequently, with the help of Nietzsche’s philosophy, the thesis concludes by explaining how Hans Castorp’s Bildung amalgamates itself with tragedy, and thus how his life story in The Magic Mountain can be seen as an uncommonly tragic novel in the genre Bildungsroman."