In the early twentieth century the modernist novel exploded literary conventions and expectations, challenging representations of reality, consciousness and identity. These novels were not simply creative masterpieces but also crucial articulations of revolutionary developments in critical thought. In this volume Deborah Parsons traces the developing modernist aesthetic in the thought and writings of James Joyce, Dorothy Richardson and Virginia Woolf.
Considering cultural, social and personal influences upon the three writers and connections between their theories, Parsons pays particular attention to their work on: • • • • forms of realism the representation of character and consciousness gender and the novel concepts of time and history. An understanding of these three thinkers is fundamental to a grasp of modernism, making this an indispensable guide for students of modernist thought.
It is also essential reading for those who wish to understand debates about the genre of the novel or the nature of literary expression which were given a new impetus by Joyce, Richardson and Woolf’s pioneering experiments within the genre of the novel.
Deborah Parsons is a senior lecturer and chair of postgraduate programmes at the University of Birmingham, UK. Her principal interests are in Modernism and visual and urban culture.
The books in this series offer introductions to major critical thinkers who have influenced literary studies and the humanities. The Routledge Critical Thinkers series provides the books you can turn to first when a new name or concept appears in your studies. Each book will equip you to approach these thinkers’ original texts by explaining their key ideas, putting them into context and, perhaps most importantly, showing you why they are considered to be significant. The emphasis is on concise, clearly written guides which do not presuppose specialist knowledge.
Although the focus is on particular figures, the series stresses that no critical thinker ever existed in a vacuum but, instead, emerged from a broader intellectual, cultural and social history. Finally, these books will act as a bridge between you and their original texts: not replacing them but rather complementing what they wrote. In some cases, volumes consider small clusters of thinkers working in the same area, developing similar ideas or influencing each other. These books are necessary for a number of reasons. In his 1997 autobiography, Not Entitled, the literary critic Frank Kermode wrote of a time in the 1960s: On beautiful summer lawns, young people lay together all night, recovering from their daytime exertions and listening to a troupe of Balinese musicians. Under
What they repeated was largely hearsay; hence my lunchtime suggestion, quite impromptu, for a series of short, very cheap books offering authoritative but intelligible introductions to such figures. There is still a need for ‘authoritative and intelligible introductions’. But this series reflects a different world from the 1960s. New thinkers have emerged and the reputations of others have risen and fallen, as new research has developed. New methodologies and challenging ideas have spread through the arts and humanities.
The study of literature is no longer – if it ever was – simply the study and evaluation of poems, novels and plays. It is also the study of the ideas, issues and difficulties which arise in any literary text and in its interpretation. Other arts and humanities subjects have changed in analogous ways. With these changes, new problems have emerged. The ideas and issues behind these radical changes in the humanities are often presented without reference to wider contexts or as theories which you can simply ‘add on’ to the texts you read. Certainly, there’s nothing wrong with picking out selected ideas or using what comes to hand – indeed, some thinkers have argued that this is, in fact, all we can do.
However, it is sometimes forgotten that each new idea comes from the pattern and development of somebody’s thought and it is important to study the range and context of their ideas. Against theories ‘floating in space’, the Routledge Critical Thinkers series places key thinkers and their ideas firmly back in their contexts. More than this, these books reflect the need to go back to the thinkers’ own texts and ideas. Every interpretation of an idea, even the most seemingly innocent one, offers its own ‘spin’, implicitly or explicitly. To read only books on a thinker, rather than texts by that thinker, is to deny yourself a chance of making up your own mind. Sometimes what makes a significant figure’s work hard to approach is not so much its style or content as the feeling of not knowing where to start.
The purpose of these books is to give you a ‘way in’ by offering an accessible overview of these thinkers’ ideas and works and by guiding your further reading, starting with each thinker’s own texts. To use a metaphor from the philosopher Ludwig Wittgenstein (1889–1951), these books are ladders, to be thrown away after you have climbed to the next level. Not only, then, do they equip you to approach new ideas, but they also empower you, by leading you back to a theorist’s own texts and encouraging you to develop your own informed opinions. Finally, these books are necessary because, just as intellectual needs have changed, so the education systems around the world – the contexts in which introductory books are usually read – have changed radically, too.
What was suitable for the minority higher education system of the 1960s is not suitable for the larger, wider, more diverse, high-technology education systems of the twenty-first century. These changes call not just for new, up-to-date, introductions but for new methods of presentation. The presentational aspects of Routledge Critical Thinkers have been developed with today’s students in mind. Each book in the series has a similar structure. They begin with a section offering an overview of the life and ideas of the featured thinkers and explaining why they are important. The central section of the books discusses the thinkers’ key ideas, their context, evolution and reception: with the books that deal with more than one thinker, they also explain and explore the influence of each on each.
The volumes conclude with a survey of the impact of the thinker or thinkers, outlining how their ideas have been taken up and developed by others. In addition, there is a detailed final section suggesting and describing books for further reading. This is not a ‘tacked-on’ section but an integral part of each volume. In the first part of this section you will find brief descriptions of the key works by the featured thinkers, then, following this, information on the most useful critical works and, in some cases, on relevant websites. This section will guide you in your reading, enabling you to follow your interests and develop your own projects.
Throughout each book, references are given in what is known as the Harvard system (the author and the date of a work cited are given in the text and you can look up the full details in the bibliography at the back). This offers a lot of information in very little space. The books also explain technical terms and use boxes to describe events or ideas in more detail, away from the main emphasis of the discussion. Boxes are also used at times to highlight definitions of terms frequently used or coined by a thinker. In this way, the boxes serve as a kind of glossary, easily identified when flicking through the book.