Abstract
In the present paper, the discourse on 'Bildung' as well as the 'Bildungsroman' are presented as attempts of solving the basic cultural and temporal paradoxes of Modernity by conveying social continuity through figures of individual and generational discontinuity. Consequently, the discourse and kinds of narratives on processes of education and individual formation are analyzed with regard to problems of the respective social times, mainly led on by Rousseau's Emile, Defoe's Robinson Crusoe and Goethe's Wilhelm Meister
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