glass bead game essay
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CANADIANJOURNALOFEDUCATION31,3(2008):667696
LIFE,DEATHANDTRANSFORMATION:EDUCATIONANDINCOMPLETENESSIN
HERMANNHESSESTHEGLASSBEADGAME
PeterRoberts
UniversityofCanterbury
At theendof themainpartofHermannHessesclassicnovel,TheGlassBeadGame,
thecentralcharacter,JosephKnecht,diessuddenly.Inthisarticle,IconsidertheeducationalsignificanceofHessesportrayalofKnechtsdeath.Thispivotalmoment inthebooktellsreadersmuchabouttheprocessofeducationaltransformation.Iarguethat thethemeof incompletenessisimportant inunderstandingKnechts life,death,andtransformationineducationalterms.Ialsosuggestthatteachingallowseducatorstoliveonthroughthelivesofothersandthusservesasabridgebetweendeathandlife.
Keywords: literature,philosophy,teaching,immortality
lafindelaprincipalepartieduclbreromandeHermannHesse,LeJeudesperlesdeverre,lepersonnageprincipal,JosephValet,meurtsoudainement. Danscetarticle,
lauteur
analyse
le
sens
pdagogique
de
la
mort
de
Valet.
Ce
moment
cl
du
roman
dvoile aux lecteurs le processus de transformation par lenseignement. Lauteursoutientque le thmede lincompltude est importantpour comprendre lavie, lamort et la transformationdeValet. Il fait galement observer que lenseignementpermetauxmatresdeseprolongerdans laviede leurslvesetsertainsidepontentrelamortetlavie.
Motscls:littrature,philosophie,enseignement,immortalit
_________________________
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668 PETERROBERTS
In1943,afteraprotractedandcomplicatedprocessofcomposition, theGermanwriterHermannHessepublishedhislastandlongestnovel,DasGlasperlenspiel.ThebookfirstappearedinEnglishin1949underthetitleMagisterLudi,andhasbeenavailableasTheGlassBeadGamesince1969(Hesse, 2000a). The Glass Bead Game is set in Castalia: a pedagogicalprovince of the future (ca. 2200)where scholarsdevote themselves toknowledgeandintellectuallife.CentraltoCastaliansocietyistheGlassBeadGame:akindofuniversal language throughwhichvaluescanbeexpressedandconsideredinrelationtoeachother,withunlimitedcombinationsofpossiblethemesandideasawayofplayingwiththetotalcontentsofaculture,shapedbyalltheartsandsciences.Thebookcontains three parts. In the first section the narrator, a Castalianwriting
around theyear2400,providesageneral introduction to thehistoryoftheGame.ThesecondandmainpartofthebookdetailsthelifeofJosephKnecht,whoprogresses through theCastalian systemasanexemplarystudentandexponentoftheGame,eventuallyreachingtheexaltedpositionofMagisterLudi(MasteroftheGlassBeadGame).Thethirdsectioncomprises a selection of poems and several fictional autobiographies(Lives) that are presented as the posthumous writings of JosephKnecht. Studentswho graduate from the elite schools inCastalia andmoveontoaperiodoffreestudyhavefewobligations,butonerequirementisthateachyeartheycompleteanessayimaginingtheirlivesinanearlierperiodofhumanhistory.ThreesuchLives fromJosephs stu
dent
days
are
included
in
The
Glass
Bead
Game:
The
Rain
maker,
The
FatherConfessor,andTheIndianLife. Severalothercharactersinthebookplaypivotal roles inKnechtseducational life:PlinioDesignori,afellow studentwho visits Castalia from the outsideworld, andwithwhomJoseph engages in lively debates; FatherJacobus,who teachesKnecht thevalueofhistory;FritzTegularius,1anervous,delicate,antisocialbutbrilliantcolleagueand friend in theOrderof theGlassBeadGame; and the Music Master,Josephs revered mentor and primarysourceofearlyencouragement.
The main part of the novel depicts a complex and multifacetedprocessof transformation.On theonehand,Josephseemsdestined forgreatness. He excels in his earlier studies, develops a deep understandingoftheGlassBeadGame,and,afterfindinghimselfintheposi
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LIFE,DEATHANDTRANSFORMATION 669
tionofMagisterLudihavingbarelyenteredmiddleage,dischargeshisonerousresponsibilities withdistinction.Heseems,atfirstglance,tobethemodelCastalian.Atthesame time,fromhisstudentdaysonwards,heexperiencesdoubtsanduncertainties.Plinio,asanoutsider,bringsanalternativeperspectiveonCastalianlifetoJosephsattention,forcinghimto question some of hismost cherished assumptions.Josephs criticalexamination andquestioningofCastalian ideals finds furthernourishment during the period he spends at a Benedictine monastery withFatherJacobus.And,asKnechtgrowsandmaturesinhisroleasMagisterLudi,hecomes torealize that theOrderof theGlassBeadGame isalreadyindecay.2Hecomestoseethedisconnectionbetweenthepedagogicalprovinceandtherestoftheworldasincreasinglyproblematic,
andeventuallymakes theunprecedenteddecision to resignhispostasMagisterLudiand leave theOrder.Having spentmostofhis life in aprotectededucationalworld,andhavingreachedtheverysummitoftheCastalianhierarchy,KnechtgivesitallawaytotakeonthehumbletaskofbecomingaprivatetutorforTito,Pliniosson.Thisprocessbarelybegins,however,asKnechtdiessuddenlywhileswimmingwithTitoinanicymountainlake.Withthisseeminglyinexplicableevent,themainpartofthenovelends.
ThisarticleconsiderstheeducationalsignificanceofKnechtsdeath.3ThispivotalmomentinthebooktellsusagreatdealaboutKnechtslifeand his educational transformation as a citizen ofCastalia.My article
falls
into
three
main
parts.
The
first
section
sketches
a
number
of
res
ponses from critics tomain part of the novel.Hesse himself saw thedeathasamomentofprofoundpedagogical importance.4Others,however,haveprovidedalternativeinterpretationsofKnechtscharacterandprematuredemise.Forsome,Knechtoutgrows theconfinesintendedbyHesseand,withalessthanrevealingnarrator,lendshimselftomultiplereadings.(AsarepresentativeoftheCastalianhierarchy,thenarratoradoptsasomewhatofficial tone. Indeed, thenarratorcanbeseenastrappedwithin theverydecadenceKnechtseeks to leave.) Thesecondsectionfocusesonthe themeofincompleteness asakeytounderstandingKnechtslifeanddeath ineducationalterms.IfthedeepermeaningofKnechtsdeathistobegrasped,attentionneedstobepaid,notjusttothemainpartof thebook,butalso to thepoemsand fictionalautobio
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670 PETERROBERTS
graphies that follow.The final part of the article considers the role ofeducationinservingasabridgebetweendeathandlife.IconcludethatTheGlassBeadGame,whenreadholistically,hasmuchtoofferthoseseeking toaddressquestionsofenduringphilosophicalandeducationalimportance.5
THEDEATHOFJOSEPHKNECHT
Whathappens at thevery endof themainpartof thebook? Havingmade themomentousdecisionboth to resignhisposition asMagisterLudiand to leave theOrder,Knecht isreinvigoratedandready to takeon thenew taskofeducatingPliniossonTito.Hespendsa short timewithPliniobeforemeetingupwithTitoat theDesignoriscottagebya
mountainlake.Thenextday,despitehavingfeltunwell,hefollowsTitointo the lakeforanearlymorningswim.Tito isalreadywellacrossthelakewhen, in lookingback,hefindstheoldermanisnolongerbehindhim.Hesearchesdesperatelybutwithhisownstrengthbeginningtoebbhe is eventually forced to return to land.Warming himselfwith thedressinggownKnechthadleftbehind,hesits,stunned,staringattheicywater.Hefeelsoverwhelmedbyperplexity,terror,anddeepsadness.Inthismoment,hereachesanewstateofawareness:
Oh!hethought ingrief inhorror,nowIamguiltyofhisdeath.Andonlynow,when therewasno longerneed tosavehisprideoroffer resistance,he felt, inshockandsorrow,howdearthismanhadbecometohim.Andsinceinspiteof
allrationalobjectionshefeltresponsiblefortheMastersdeath,therecameoverhim,withapremonitory shudderofawe,a sense that thisguiltwouldutterlychangehimandhislife,andwoulddemandmuchgreaterthingsofhimthanhehadeverbeforedemandedofhimself.(Hesse,2000a,p.403)
Withthesewords,themainpartofthebookcloses.ItisdifficultforthereaderwhohaslivedwithKnechtthroughallhisyearsofyouthfuleducationintheschoolsofEschholzandWaldzell,histimeintheBenedictinemonasterywithFatherJacobus,histenureasMagisterLudi,andhisdifficultdeparture fromCastalianot to feelprofoundlymovedby thisabruptending.Thisseemstoosudden,tooviolentadisruptiontothelifethatwasbeingtoldandthepromiseofwhatlayahead.ItisatestamenttothepowerofHessesstorythatthereadercomestofeeladeepconnec
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LIFE,DEATHANDTRANSFORMATION 671
tionwithJosephKnecht,despitethedistancingeffectcreatedbyhisCastalianbiographer.
Knechtsprematuredeathcanalsobeseenasaformofreleaseperhapsevenaformof liberation.HessewasheavilyinfluencedbyEasternphilosophy.HetooktheHindunotionofreincarnationandtheBuddhistconceptofrebirthseriously.Hesseconfessedthathewasnotsurewhatlaybeyondthedeathofthephysicalbody,buthefeltcertainthatdeathwasnot theend.Deathcanbeseenasanewbeginning,anew formoflife.Thereis,asWalterNaumannputsit,noneedfordespair:therewillalwaysbe another human, likeKnecht, to transmit a sense of responsibilitytotheyoungergeneration(citedinCohn,1950,p.353).Hessesoriginalplanforthebookissignificanthere:heenvisagedaworkdepict
inga seriesof lives,with thesameman livingatdifferentmoments inhistory.Withthesepointsinmind,Knechtsdeathcanbeseenasafulfillment,notadenial,ofhisdestinysomethinghehad,invariousways,predictedoratleastprefiguredfromhisdaysasayoungWaldzellstudent.Hessedoesnotgiveadefinitiveanswer to thequestionofdeath,butdeathispresentthroughoutthebook.ReadersdiscoverthatJosephsparentsmayhavediedwhilehewasveryyoung (thenarratorremainsuncertain about this).Hesse pays careful attention to the changes theMusicMasterundergoesinthemonthsleadinguptohisdeath;hedescribestheBertramsbrutaltreatmentbyhiscolleaguesintheOrderpriorto his rumored death6 in some detail (Bertram served as deputy to
Knechts
predecessor
in
the
role
of
Magister
Ludi);
and
in
the
autobio
graphiesdeath figuresprominentlyasa theme.Josephsdeath is,however,arguablythemostimportantinthebook.
HildeCohn (1950) seesKnechtsdeathasa symboliceventofvitalsignificancefortheworkasawhole(p.353).Shearguesthatthebookisaboutamanwhoseessentialqualitiesareclearlypresent from thebeginningandwhosemaindevelopment consists inan increasing clarityandconsciousnessofhimself(p.348).Knechtsdeath,shemaintains,isthecentretowardswhichKnechthaswanderedallhislife.Knechtsendis at the same time abeginning,notonly forTito,but forhimself aswell(p.355):
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Inhis lasttransformationKnechtentersnew,unknown,andmysteriousbonds,
notasonewhoflees,butasonewhoiscalledcalledbacktothesourceoflife.Onlynowishisstateofisolationovercome;thespotinhisheartwhichhadbeendeadandemptyiscalleduponandcanrespond,wholeandyoung,totakehimtonewsphereshome.(p.355)
Afruitfulway toreadthebook,perhaps, istoseeKnechtssuddendeathasaninvitationtoreflectmoredeeplyontheachievementsofhislifeandonwhatmighthavebeen.Theendingof themainpartof thebook is, from thispointofview,meant tobe troubling,unsettling. It isshockingandsaddeningbutalsohopefulanduplifting,forreadersgainasenseofnotjustwhatmighthavebeen forKnecht,butwhatcouldbeforTito.And readersonlygain this senseofwhatcouldbebecauseofwhathascomebefore.ThesymbolisminthefinalparagraphofTitoplacingtheformerMagistersgownaroundhimself,andthehintthathewillemergefromhisimmaturityandgoontogreatnesshimself,canbetakenseriouslypreciselybecauseof the lifeKnechthas lived rightup to themomentofhisdeath.Knecht,evenduringthebriefperiodduringwhichTitohasknownhim,hasdemonstratedhumility, insight,and commitmenttothetaskofteachinghisyoungcharge.ThedecisiontoswimafterTitowas,asHessehimselfnotes,ofprofoundpedagogicalimportance:
Despitehisillness,Knechtcouldsagaciouslyandartfullyhaveavoidedhis leapintothemountainwater.Heleapsnotwithstanding...becausehecannotdisap
point
this
youngster
who
cannot
be
won
over
very
easily.
And
he
leaves
behind
aTito forwhom this sacrificeof lifeon thepartof aman far superior tohimrepresentslifelongadmonitionandguidance,andwilleducatehimmorethanallthesermonsofthewise.(citedinMileck,1978,p.304)
Hessewas insistent thatKnechts resignationanddeparturewerenotrank defection,but [a] commendable response to conscience and concern,and thathis icyplungeanddeathwerenot follyand failure,butsacrifice and success, commitment fulfilled forKnecht andadmonitionand inspiration for Tito (Mileck, 1978, p. 304).Mileck reinforces thisview:
Asasymbol,Knechtsstrangedeathleavesmuchroomforconjecture.Wereoneto consider it an indicationofJosephs inability to copewith real life,ofutter
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LIFE,DEATHANDTRANSFORMATION 673
failure, then Castalia, ofwhich he is one of the hardiestmembers, and all it
represents,mustbedeemedworthless.Suchanexplanation(thediscountingofGeist),totallyatvariancewithHessesattitudetolifeinhislateryears,warrantsnodiscussion.(citedinBandy,1972,p.300)
Otherscholarsarenotsosure.Bandy(1972),forexample,pointsoutthatifHessehadwrittennobookotherthanTheGlassBeadGame,readersmight havebeen leftwithmore questions than answers.Hedoes notdeny thatHessehimselfsawKnechts finalactionsanddeath inapositivelight,butsuggeststhattheevidencepresentedinthebookisinconsistentwiththisposition.Itisnot,Bandysuggests,thatHessedidnotknowwhathewasaboutbutratherthatthecharacterofKnecht,oncebought to life,begins to performbeyond the conscious control of hiscreator(p.301).ThesparkoflifeinKnechtmust,however,bedetectedandunderstoodbymeansother than thosepresentedatasurface levelby thenarrator.Thenarrator, asa representativeofCastalia,writesofKnecht inamanner that isstiltedand largelyunsympathetic. It isas ifthereisapuppetshowwiththenarratormanipulatingKnechtsstrings,and thenarrator in turnbeingmanipulatedbyHesse.WhereKnechtsownwords appear in thebook, they are too formal anddecorous topermitverymuchselfrevelation(p.302).Readersendupwithaperplexing personage constructedby several voices, and they cannotbesurewhichofthesevoices(ifany)isKnechtsown(p.302).
Bandy(1972)picksuponthenotionofdualitiesasacentralthemein
thebook, focusing inparticularon thedialectical relationshipbetweenthe contemplative (Apollonian) life and the active (Dionysian) life.Hesees Knecht as a representative of the former and Plinio as a representative of the latter.Knechts involvementwithPlinios sonTito resolvesthetensionintheirrelationship.BandydetectsanelementofparodyinHessesconstructionofthenovel.TheGlassBeadGame,theheartofCastaliaandthecontemplativelife,isinrealityasham,asingularlyjejuneacademicexerciseofasmuchsignificanceas,say,thereconstructionoftheconjugationsofhypotheticalirregularSanskritverbs(p.304).TheGameis
theapotheosisofthescientificmethod,whichinsiststhateducationconsistsinputtingsquarepegsintosquareholes,roundintoround;ofthebeliefthatallis
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674 PETERROBERTS
calculableandknowable;inshort,oftheentireSocratictradition,whichteaches
that cognition exists in itself,without reference to experience.WhetherHesseintended it so, the Spiel is, finally, a damning indictment of the palace of artwhichisCastalia.(p.305)
ForBandy,KnechtsdecisiontoleavetheOrdersignalshisdesiretobecomemoreDionysian,but inhisnew roleasamanofactionKnechtsdeedsdo not amount tomuch.The sum ofKnechts attempt touniteCastaliawith theworld ismerelyaplan,neverrealized,ofbecomingaprivate tutor to a spoilt child. Any suggestion of farreaching consequencesarisingfromhisactions,includingtheirimpactonTitoasafutureleader,isnothingmorethanspeculation.
BandypointsoutthatKnechtisnotanautomatonbutamandrivenby human passions. Hesse may have wanted readers to interpretKnechtsactionsasaformofsacrifice,buttheycanalsobereadasasettlingofoldscores.ThereisacertainwilltopowerinKnecht,manifestedamong otherwaysbyhis competitiveverbal exchangeswithPlinio intheirstudentyears.Knechtrecognizes the instinctive,active,DionysianlifeasthehallmarkoftheworldPliniomovesin,andbattlesagainstthisindefenseoftheApollonianidealsofCastalia.Havingfailedtobringthedialectictoaclose(ashewronglybelievedhehadto)inhisdebateswithPlinio,Knecht sets out tomasterPlinios son. In thisKnecht partiallysucceeds, his death leaving Titoboundby thatmost unmanning ofemotions,guilt (p.306).Knecht, forallhisadmirablequalities,cannot
avoiddisplaying thekindofarrogant,elitist indifference typicalof theCastalianhierarchy.PliniohasexperiencedbothCastaliaandtheworld,butKnecht isathomeonly in thepedagogicalprovince.KnechteventuallydecidestoleavetheOrder,butitistoolate:heisbythatstagetoomuchtheCastalian,andheisillpreparedfortheworld.Hisknowledgeoflifeoutsidethepedagogicalprovinceisinadequate,justashisphysicalcapabilitiesarenotuptothetaskofswimmingacrosstheicycoldlake.This,fromBandysperspective,iswherethetragicelementofthebookistobefound.Thebookdemonstratesthat[o]nceapathischosenitcannotberetraced;certaindecisionsare irrevocable (p.309).KnechtmayhavereachedadecisiontoleaveCastalia,butCastaliacannotleavehim.
Hisattempttobridgethegaptoanotherworldisdoomed.
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LIFE,DEATHANDTRANSFORMATION 675
THEIMPORTANCEOFINCOMPLETENESS
Bandy is right, in my view, to point to qualities often unnoticed inKnechtand thereby todemystifyhim.Avoidinga romanticportraitofeitherJoseph as aman, orKnechts tenure in thepositionofMagisterLudi,isoftheutmostimportance.IalsosharewithBandyastrongsensethat the characterofKnecht lives,as itwere,beyond the confinesprescribed forhimby thenarratorandperhapsevenbyHesse.ReaderscometocareaboutKnechtinwaysthatcouldnothavebeenanticipatedbyhisofficialCastalianbiographerinpart,preciselybecauseheis,despitehis exalted achievements inoffice,at the endof theday simply afellowhumanbeing.Hisdeathisshockingandsaddeningbecausereadersfeeltheywouldhavelikedtohaveknownmoreabouthimmoreofhisweaknesses aswell as his hitherto unrecognized or undevelopedstrengths,moreofhisyearningsanddesires,moreofhisemotionalaswellasintellectuallife.
Yet,Bandy(1972),itseemstome,doesnottakeseriouslyenoughhisownexhortationtoseetheHegeliandialecticasendless(p.304),and,inparticular,torecognizetheimportanceofincompletenessasathemeinthenovel.Bandysuggests thatanyquestionofwhetherTitodoesgoon todemandgreaterthingsofhimselfbecauseofKnechtsdeathisthesubjectforanotherbookandnoconcernofours(p.306).Yet,itisarguablyonlyofnoconcernifreaderstaketheendofthemainpartofthebooktobetheendofthebookasawhole.Clearly,however,itisnot.Ifthedif
ferentpartsofthebookarereadintheorderpresented,morethanonehundredpages remain after thepoint atwhichKnechtsdeath isdescribed.BandyseesKnechtsdrowningastheconclusionofthebook(p.299),ignoringthefactthatthepoemsandautobiographiesfollow.Hessetookgreatcareintheconstructionofthebook,agonizingovertheorder,structure,andcontentofthedifferentpartsformorethanadecade(seeField,1968;Mileck,1970;Remys,1983).Itisundeniablethatheregardedthepoemsandautobiographiesnotassuperfluousfillerbutasessentialtotheunityandmessageofthebookasawhole.TheimportanceofthethreeLiveshasalsobeennotedbyanumberofHessesinterpreters(e.g.,Johnson, 1956; Boulby, 1966; Ziolkowski, 1967;White&White, 1986).
EvenifreadersdisregardwhattheyknowofHessesprocessofcomposition andhis stated intentions for thebook, thenovel aspublished in
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676 PETERROBERTS
cludesmorethanthemainnarrativeandinvitesamoreroundedreadingthanBandywantstogiveit.Byignoringthepoemsandautobiographies,BandybringsnotonlythebookbutJosephKnechttoaprematureclose.BandystressesthatKnechtlives(p.301),buthedealswithonlyonepartofthelifeofKnechtconveyedthroughthenovel.Ifreaderstaketheautobiographies seriously as Knechts fictional portraits of how hemighthavelivedinearliertimesandothercontexts,amuchmorecomplexandnuancedpictureofthekeycharacterofthenovelemerges.TheautobiographiesareimportantnotjustfortheoverallcoherenceandmeaningofthebookbutfortheunderstandingreadersdevelopofKnechtscharacter,senseofidentityandpurpose,anddestiny.Althoughweneverfindoutwhatwillhappen toTito followingKnechtsdeath,Hessepresents
thepossibilityofaprofoundprocessoftransformationandgrowthwhichiselaboratedinsomedetailviaothercharactersintheautobiographies.
Johnson(1956)arguesthattheautobiographieshaveanintimaterelationshipwiththeworkasawholeandinparticulartoKnechtsseemingly inexplicabledeath at the end of themain part of the novel. ForJohnson,educationconceivedastheprocessthroughwhichknowledgeistransmittedisakeythemethatlinksthethreeLiveswiththefateofKnechtinthemainpartofthenovel.Themainpartofthebookconcentrates on learningby example, as exemplifiedby the relationshipbetweenKnecht and theMusicMaster.Education is thus an individualpedagogicalprocessforJosephKnecht;theoldermanseekstoreachinto
the
spirit
of
his
pupil
and
to
awaken
in
him
the
powers
which
are
latent
(p.166).Asimilarprocess isdepicted in the threeautobiographies,butwiththeemphasismoreontheapprenticethantheMaster.
TherainmakersinstructiontoJosefandJosefsinstructionofhispupils,theassociationofJosephusFamuluswiththeolderhermit,DionPugil,andtheyearningofDasafortutelagefromtheolderyoginallportrayaspectsoftheeducationalprocess. Inallof these instances theyoungermanseeksout theolder,wisermanandprovesinvaryingwaysthatheissuitableaspupil,anditisalwaystheindividualrelationshipthatismostimportantinKnechtseducationalideals.(p.166)
Thereis,Johnsonmaintains,nosuggestionthatateachershouldattempttoinfluencelargenumbersofpeopleorthatheorsheshouldbecomea
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LIFE,DEATHANDTRANSFORMATION 677
leader among his or her fellow humanbeings. It is sufficient, fromHessespointofview,thatateachertransmithisorhergiftstoasingleindividual.
ThisargumentputsKnechtsachievementsinthelastpartofhislifein adifferentperspective.Bandy (1972) asserts that amanof action isjudgedbyhisdeedsand implies thatKnechtsdeeds followinghisdeparturefromCastaliaarehardlynoteworthy(p.305).Buttheveryactofcommitting oneself in a pedagogical relationship to another is itself adeedofprofoundeducationalandethicalimportance.This,tomyreading,isoneofthekeypointsHessewantedtomake:onescontributionasa humanbeing need notbe tied to the achievement of great status,wealth,orrecognition.KnechtreachestheverysummitoftheCastalian
hierarchy thepositionofMagisterLudibutgivesawayallthetrappings (andburdens) of high office to take on an educational responsibilityofnolesssignificance:guidingthelearninganddevelopmentofoneyoungperson.Hedoessowithhumility,courage,andhopeforthefuture. It is not difficult to agreewith Bandy thatKnecht is, in someways, illprepared for this task.Hisgraspof the realitiesof theworldoutsideCastalia is incomplete and inadequate.Hehasnoprior experienceofworkingasa tutor inTitosworld.Hehasnot raisedchildrenhimself and,nothaving grownupwith his own parents,he has littleunderstanding of the complexities of family life.ButKnecht takes thedecisionall thesame,andassuchhisactionscanbeseenasasacrifice
not
only
of
the
trappings
of
Castalian
power
but
of
all
that
was
familiar
tohim.Insodoing,helivesoutoneof themost importanteducationalvirtues: theability to takerisks tomakeoneselfuncomfortable, togobeyondonespriorexperiencesandexistingunderstandingoftheworld.Theactofdivingintothelakecanalsobeseenasamanifestationofthiswillingnesstotakerisks,butitisonlyalogicalextensionoftheattitudealreadydisplayedinmakingthedecisiontoleavetheOrder.
BandyiswaryofspeculatingtoomuchonwhatmightlieaheadforTitofollowingKnechtsdeath.ButifitismerelypossibletoreadKnechtsplungeintotheicywatersofthelakeasaformofsacrificeforTito(andfor thegood thatmight flow fromTitos subsequentdevelopmentasaleaderandhumanbeing),thissacrificialroleoftheteacherismadequiteexplicit in the autobiographies. TheRainmaker, for example, ends up
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678 PETERROBERTS
losinghis life in the serviceofhis community, teachinghisyoung apprenticemore through thisact thananywordscouldconvey.JosephusFamulus,too,in thesecondof thethreeLives,mustsacrificehimselftothosewhopourout their confessions tohim,absorbing time and timeagainalltheirtroubleswiththequietgiftofpatientlistening.AndDasa,inthethirdautobiography,mustsuffergreatlybeforelearningthelessonfromanoldyogiinaforestthatphysicallifeisillusory.Whenthebookisreadasawhole,itbecomesclearthatHessesawteachingasavitallyimportant formof service service toothers, to thepreservationandadvancementofknowledge,andtothevalueoflearning.ThenameKnechtishighlysignificanthere,foritmeansservant. Eveninthemostprestigious rolewithin the Castalian hierarchy the position ofMagister
LudiitisclearthatKnechtbecomesaservant forothers.InacceptingthepostofMagisterLudi,he learns that far fromgaininggreater freedomtodoashewishes,hetakesonahostofnewburdensomeresponsibilities.HesacrificeshisfreedomtoservethegreatergoodoftheCastalian community. The same theme is evident in the autobiographies,wherethelinkbetweenKnechtlivinghislifeinCastaliaandKnechtimagininganearlierliferemainsobvious:thenameKnechtisretainedforthe central character inTheRainmaker; the firstnameJosephus isused in the second autobiography; and Dasa in the third autobiography alsomeans servant (Johnson, 1956, p. 164).Hessemakes itclear, throughboth themainpartof thebookand theautobiographies,
that
there
is
no
one
way
to
teach,
but
all
forms
of
teaching
involve
some
formofsacrifice.Teaching,fromthispointofview,isaprocessofdying(symbolicallyor literally)but alsoof givingbirth tonew learning andnewlife.
I concur with Cohns (1950) view that Knechts developing consciousness of himself is a keymotif in the novel (p. 348). She,unlikeBandy (1972),paysattention to theautobiographies, seeing themasanextensionofthethemeofdeathandrebirthintroducedattheendofthemainpartofthenovel.ButonepointinherargumentraisesproblemsofasimilarkindtothosenotedinrelationtoBandysanalysis.CohnclaimsthatKnechtsnaturehasnotbeenbasicallychangedormoldedbyhiseducation(pp.348349).MuchmaydependhereonwhatCohnmeansbyeducation(shedoesnotelaborateonthis),butwithalmostanydef
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LIFE,DEATHANDTRANSFORMATION 679
initionofthetermtheclaimistroubling.ForwhileitistruethatKnechtseemsdestined forgreatness inCastalia,andhas from thebeginningastrong sense of his power and influence over others. The self that hecomestounderstandastheeventsinthenovelunfoldisshapedinsignificantwaysbyhiseducationalrelationshipswithothers.Josephdoeshavecertainqualitiesthatmarkhimoutfromothers,whichhisteachersandmentorsnoticedearlyon,buttheformtheseattributestakeisbynomeans predestined. His relationships with the Music Master, Plinio,FatherJacobus,andothersplay a crucialpart inmakinghim themanthathebecomesand they leave their imprintonhis legacyasMagisterLudi.ThroughPlinio,Joseph acquires someunderstandingof theoutsideworld (as indirectandunderdevelopedas thismaybe)andawil
lingnesstoquestionanddebateideas;throughFatherJacobus,hedevelopsagreater awarenessof the importanceofhistory;and through theMusicMaster he learns the value of humility and dedication, amongothervirtues.ThemostsignificantstepKnechttakesinhislifehisdecisiontoleavetheOrderarguablycouldnothavebeentakenwithouttheinfluence of these people, and others, on his character and understanding.
HessesportraitofKnechtallowsthereadertoappreciatethesignificanceofincompletenessinhumanlife.Knechtsdeathis,inonesense,areturntothecentre,asCohn(1950)suggests.Hisdeathcanbeseenasafulfillmentofall thathehas strived for,and seemeddestined to strive
for,
throughout
his
life.
Indeed,
if
the
autobiographies
are
taken
ser
iouslyasproductsoftheyoungJosephsemergingconsciousnessofhimself, itmightbe said thatKnechthad apremonition ofhisowndeathdecadesbeforehisplunge into the lake.Deathand theendlesscycleoflifearekey themes in the threeLives.Theseare livesJosephhasbeenaskedtoimaginehemayhavelived.IntheLives,deathisanimportantpartofawidereducationalprocess.Thatprocessinvolvesthepassingonofknowledgeandexperiencefromonegenerationtothenext.Thereisinthethreeautobiographiesalsoafocusonthedeepeningofunderstandingwithin central characters, the development of communicative andpedagogicalrelationships,andtheideaofcommitmenttoacommunity.Joseph,as the composerof theseLives,prefigures thepatternhisownlifewilltake.Yet,evenifreadersmightaccept(withCohn)thatKnechts
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680 PETERROBERTS
deathisaprocessofreturninghome,thisdoesnotmeanhislifeiscomplete.BothBandyandCohnwanttoroundoutKnechtslifetooquicklyandneatly.Bandydoesnotwishtospeculatebeyondwhatispresentedto readers in themainpartof the storyand,by ignoring theautobiographies,hefindsaKnechtwhoisperhapsmoreunequivocallyCastalianthan thebookasawholesuggests.Cohn,on theotherhand,bydownplaying thesignificanceofeducation in the formationofKnechtscharacter,paintsapictureofalifewithaclearerandmoreunswervingsenseofpurposeanddirectionthanisreallythecase.Knecht,likeallofus,hasmoretodo,moretoteach,moretolearn.Thisprocess,asthethirdoftheautobiographies makes plain, is endless. Individuals may havebriefmoments topauseandrest (anddeath,asHessesees it,maybeoneof
these),butthentheymustawakenagain,engageoncemoreinthewild,intoxicating,desperatedanceoflife(Hesse,2000a,p.529),andgoon.
EDUCATION:THEBRIDGEBETWEENDEATHANDLIFE
The analysis above supportsHesses view thatKnechts death in TheGlassBeadGamehas importanteducational implications.Tounderstandhowandwhythisisso,Ihavearguedthatreadersneedtopayattentionnotonly to themainpartof thenovelbutalso to thepoemsandautobiographies. Ihave suggested thatonekey tograsping theeducationalsignificanceofHessesportrayalofKnechtsdeath lies in thenotionofincompleteness. Knecht remainsat the timeofhisdeathan incomplete
being,
which
attests
to
rather
than
diminishes
the
value
of
education
in
human life.Education,Hesses novel shows, allows individuals to acknowledge their incompleteness, to see themselves asbeings in formation,and toappreciate theneed topasson tootherswhat theyknow.Themoment of death is the culmination of this educational process.Deathis,orcanbe(asitisinKnechtscase),thepointatwhichanindividuals own incompleteness comesmost sharply into focus,but it canalsoplaya significantrole in teachingothers toappreciate theirunfinishednessandtheirresponsibilitiestothemselvesandothers.
The relationships among life, death, and incompleteness are exploredinseveralpoemsthatfollowthemainpartofTheGlassBeadGame.The poems, as Knechts own constructions, provide a glimpse of his
developingunderstandingofthenatureofrealityandthemeaningofhis
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LIFE,DEATHANDTRANSFORMATION 681
ownexistence.Theopeningwordsof the firstpoem,Lament (Hesse,2000a),arethese:Nopermanenceisours;weareawave/Thatflowstofitwhateverformitfinds(p.407).Thepoemgoesontosaythatindividuals crave form thatbinds, yet they fill [m]old aftermold andneverrest.Thepoemcloseswiththisverse:
Tostiffenintostone,topersevere!Welongforeverfortherighttostay.Butallthateverstayswithusisfear,Andweshallneverrestuponourway.(p.407)
This poem suggests that a restlessness that is never satisfied characterizeshumanlives.Individualsseekpermanence,aplacewheretheycanstand still,yet thisplacecanneverbe found.Their lives, in this sense,remainincomplete.Eveninanapparentlysuccessfulandfulllife,thereisneverapointatwhichtherestlesstensiontowhichthispoemreferscanbe, as itwere, switched off. Individuals cannot ever say, during thecourse of their lives, that they are complete as humanbeings. If thisseems to imply that their liveswillbe lacking in something, this lackneednotbe regarded inanegative light.To the contrary, through theprocessofsearchingofaskingquestions,exploring,seekinganswerstolifesriddlesindividualscanfindthemeaningofexistence.Thissearchisnoteasy; it involves constant struggle.OneofKnechtsotherpoems,On Reading anOld Philosopher, is illuminating on this point. The
poemspeaksofrecognizingthateverythingmustwither,die,andfall,whileatthesametimeadding:
YetstillabovethisvaleofendlessdyingMansspirit,strugglingincorruptibly,Painfullyraisesbeacons,deathdefying,Andwins,bylonging,immortality.(p.411)
Thestruggle,then,canbelifeaffirming.InapoemreflectingontheworkofAquinas,thebookreferstothosewhoseemedcondemnedtodoubtand irony and longings forabetter life (p.419)enduring sufferingand strife. In the end,however, thosewho trust ourselves the least /
Whodoubtandquestionmost,these,itmaybe,/Willmaketheirmark
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LIFE,DEATHANDTRANSFORMATION 683
cognition of his own incompleteness.Knecht is full of anticipation incontemplatingtheeducationaltaskahead.HethinkscarefullyabouthowhewillworkwithTito,about thebestpedagogicalapproach toadopt,given Titosbackground and inclinations. Knechts sudden drowningmay seem tobring thisprocess of teaching and learning to an abrupthalt,butthenovelsuggestsotherwise.AsKnechthimselfnotesinoneofhispoems(Hesse,2000a),
EventhehourofourdeathmaysendUsspeedingontofreshandnewerspaces,Andlifemaysummonustonewerraces.Sobeit,heart:bidfarewellwithoutend.(p.421)
With these thoughts inmind,Iwant tosuggest thateducationprovidesacrucialbridgebetweendeathand life.Through teachingeducators can,as itwere,continue to liveon through the livesofothers.8 InthissectionIelaborateonthisideaviatheworkofDavidBlacker(1998),whoprovidesan insightfulanalysisofeducationasa formof immortality. Blacker traces this notionback to the early Greeks,where twohalvesofaSocraticvisionofeducationasimmortalitycanbefound.Ontheonehand, there is thePlatonic ideaofengaging inphilosophyasapreparationfordeath.Fromthisperspective,ifonehaslivedasaloveroflearning, leadingacontemplative life,onehasnothing to fear indeath.Themoreone can immerseoneself in theeternalworldofForms,and
ultimately identifywith them, the lessonehas to losewhenonedies.Teachingisofsecondaryconcerninthisapproach:Theotheraspupilistobeengagedonly to theextent suchpedagogical communionaids indeliverancetotheworldofForms(p.11).TheotherhalfoftheSocraticvision,however,placesteachingverymuchtothefore:onelivesonbyinfluencingotherbeingsasa teacher,andthen inthe influence they,inturn,haveonstillothers,andsoonad infinitum(p.11).Thisview,exemplifiedbytheSophistsoratleastsomeof theSophistsfocusesonpracticalaffairsandthepreparationofyoungpeopleforciviclife.Blackersummarizesthedifferencesbetweenthetwoviewsinthisway:
Classical
Greece,
then,
presents
us
with
two
de
facto
separable
foci
around
which
the ultimate purposes of education and,by extension,motivating reasons for
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684 PETERROBERTS
teaching,maybearticulated.Theone looks upward to thestarlitdivine: the
Platonic shedding of thisworldly distractions pursuant to an epiphanous yetenduringidentificationwiththelogos,thearticulationoftruthayearningforakindofimmortalitywhosepassagewayisaglimpseatthestructureandcontentof the cosmos.But theother ideal looks downward toward earth, to aneducatedpersonwhocanflourishhimorherselfaswellasgarnerprosperitymaterial,political,cultural,ethicalwithinand for theworldofotherhumanbeings. This earthwardgazing sophistic ideal lives on through people and theirassociations,notsublimatedinadisembodiedreason.(p.13)
Thesetwoviewsfindexpressioninthecontemporaryworldindifferentways.BlackersuggeststhatunderlyingscientificresearchintheWestisacommitmenttoinvestigationthattranscendstheparticularsofanindiv
idualandhisorherhistoricalcircumstances.ThereisaformofPlatonicskywardgazing that can find, for example, suchbeauty in amathematical proof that the investigatorwillbemoved to tears.Teaching remainsworthwhileinthissharedscientificenterprisebecauseitcontinuesandextendsanoeticsearchforthelogos....Everyresearchpapersfootnotebecomessweptup in thequest (p.16).ThisPlatoniccommitmenttoadvancingthefrontiersofknowledgeis,however,aworldawayfrom theeverydayrealitiesofcontemporaryschoolteaching,where thesophistic form of immortalityprevails.The idea of reaching others, ofhavingan influenceon them,nomatterhowmanyorhow few,carriestremendousweighthere.This idea isanearthwardcalltoconnectwith
the
other
as
human
being,
to
make
a
difference
in
someone
elses
life.
Fromthispointofview,thehumanbeingisverymuchatthecentreofeducational endeavors, not, for example, economic growth or the furthering of apolitical or religious agenda.Theways inwhich teachersinfluenceothersarenotalwayseasytomeasure(indeed,therearegoodreasonsfornotwantingtotryandmeasurethem),andmostofusareinfluenced in amyriadofdifferentwaysbymultiplepeople.Noone, itmightbesaid,isselftaught;allofusaresubjecttoinfluences,pastandpresent,directandindirect,thatmaynotbedetectedbutaretherenonetheless.
BlackerarguesforequilibriumbetweenthetwohalvesoftheSocraticvision.Thereisaneedtoovercomethepotentialproblemofegoism:theideaofaselfcentredteacherhuntingforvictimsinwhomhisorher
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LIFE,DEATHANDTRANSFORMATION 685
influencemightsurvive,orworse,ofseekingtoproducecopiesofhimorherself. It is also important that the influencebe an educative one. Toavoidthedangersofbothegoismandmanipulation,Blackermaintains,thesophisticcommitmenttoinfluencingothersmustalsoinvolvecaringfor the logos.A teacher cannotwantjust to influenceothers,butmustalsohavea commitment to seeking truth,evenwhere this search runscounter to immediate selfinterest.By retaining thismorePlatonic elementoftheeducativeprocess,ateacherremainsdedicatedabovealltousheringthestudentintosomearenaofhumanunderstanding(p.22).At the same time, adifferentbut equallydangerous formof egoism Blacker calls it the egoism of obliviousness (p. 24) must alsobeavoided:theideathatonecanandoughttoundertakescientificresearch
without regard for its potential human consequences. Educators haveresponsibilities notonlytotheirsubjectbuttotheirfellowhumanbeings.Avoidingboth formsofegoismand findingequilibrium is,Blackeradmits,noteasy,butcluescanbefoundinPlatosearlySocraticdialogues.In theEuthyphroand theMeno, forexample,Socratesallows readers tolearnatleastthefollowing:first,thoughthesearchfortruthisanobleone,requiringallsortsofattendantvirtues, . . .onlya foolwouldeverclaimtohaveitinfinalform;second,onecanonlytakesincereaimatthat everelusive truth via other similarly inquiring human beings,throughdialogue(p.25).This,Blackeradds,mustbearelationshipbetweenpeopleseeking to learn. In truedialogue,Blackerposits,teacher
and
learner
are
irrecoverably
human,
but
somehow
also
more
than
hu
man,drivenalongastheyarebyanintertwiningofskywardandearthwardgazes(p.26).Theteacherasimmortalmustlearntovanishintowisdomforthesakeofwisdomspupil,asthepupilsearchesforhispastandforhisfuture(p.26).Theteacher,inthissense,mustdietoliveandthisactinturnhelpsteachthelearneraboutthedeaththatiscommontoall.The teacherasimmortal,Blacker concludes, is neither over herenor up there,but iscrossstitched intoamindful fabric thatbindsus,warms us from the cold and, eventually serves for all of us teacherlearnersasourburialshroud(p.26).
Blackersanalysisishelpfulinunderstandingthedistinctiveeducational featuresofKnechts life.Castaliaasawholeand theGlassBeadGame in particular aremuchmore closely alignedwith the Platonic
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686 PETERROBERTS
skywardhalfoftheSocraticvisionofimmortality.ItistheGameitselftowhichthoseintheOrderaremostdevoted.TheGame,whenplayedatthe highest levels, transcends the particulars of everyday life: it participates in an otherworldly realm akin to Platosworld of the Forms.Membersof theOrderof theGlassBeadGame,whohavenodesire todirty their handswith political and practical affairs, have little or nounderstandingoflifeoutsidethepedagogicalprovince.Manylookdownupontheconcernsofordinarypeopleintheoutsideworldasunworthyofthem.Freefromtheburdenofhavingtoearnalivingorraiseafamilyor dealwith institutions andbureaucracies, they can immerse themselvesintheirstudiesanddevotethemselvesalmostwhollytothebeautyoftheGame.Tobesure,somemustholdpositionsofadministrative
leadership,but they are the exception and thosewhowin such highoffice are expected to discharge their responsibilities with a sense ofhonoranddutytotheOrderandthesanctityofCastalia.
Knechtgrowsup in thisworld;hecomes tovenerate theGameasothershaveforgenerationsbeforehim.Buthiseducationalpath isalsodistinctive.Asheprogresses through theCastaliansystemhecomes tomoredeeplyappreciate the transcendentbeautyand inner logicof thebelovedGamewhilegrowingincreasinglylesscertainaboutthesocietyinwhich it isembedded.Hisstudies takehim further into the labyrinthinemysteriesof theGame, itshistoryandunderlyingmeaning, thananyofhiscolleagueshaveventured.HeputshisideasabouttheGameto
the
test
after
graduating
from
his
elite
school,
not
just
in
his
debates
with
Pliniobutinhisprivatestudies.HegoesfarbeyondnotonlyhisfellowstudentsbutmostoftheMastersinhisthinkingandprobing,tosuchanextentthatevenhisreveredmentor,theMusicMaster,findsitnecessarytoissueacautionabouthisobsessivequest.KnechtlovestheGame foritsownsakeandnotmerelyfortheprestigeorelementsofperformanceand ritual associated with it. But all forms of intellectual endeavor,Knechtcomestorealize,occurinasocialcontext.TheGame,alongwithother intellectualpursuits inCastalia, cannotbe seen as separate fromhuman livesor from theneed topassonknowledge fromone life toanother.KnechtbecomesawarethatthereismoretolifethantheGameandthathestillhasmuchtolearn.
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LIFE,DEATHANDTRANSFORMATION 687
AsTheGlassBeadGameunfolds, theeducational importanceofcertainhumanqualitiesordispositionsbecomesclearerandclearer.Thesequalitiesincludeopenness,humility,aninquiringandquestioningframeofmind,adialogicalandcollegialspirit,commitmenttothosewhomweteachandwithwhomwework,andawillingnesstochangewhilealsoappreciating and upholdingwhat isworthwhile in our traditions andcultures.ThesequalitiesdevelopanddeepenthroughKnechtslife,andin the livesof thecharactershecreates inhis fictionalautobiographies,but theybecomemostapparent in theperiod immediatelyprior toandjustafterhisdeparture from theOrder.In thisperiodleadingup tohisdeath,Knechtbecomesmostawareofhisownincompletenessandofthedangers, exemplifiedby theCastalianhierarchy,ofnotacknowledging
incompleteness. Castalia,Knecht comes to realize, is in decay notbecause theGame is somehow lacking in aesthetic richnessbutbecausethosewhodevotetheirlivestoitandtootherdomainsofknowledgewithin thepedagogicalprovincecannotsee theneed toreinvent themselves.
Foralloftheirintellectualrefinement,thoseinpositionsofpowerinCastalia,alongwith themostadvancedexponentsof theGame,cannotsee that theirgraspofeducation,knowledge,andhuman flourishing isbothlimitedandlimiting.TheemphasisinCastaliaisverymuchonthedevelopmentofthecognitiveandaestheticelementsofhumanlife.Eveninthisdomain,however,theirreachislimited:Castaliansstudyartand
culture
rather
than
creating
it.
Emotions
as
sources
of
knowledge
are
largelyignored.Indeed,manyCastaliansappeartobe,asitwere,emotionallystunted.9Theirlanguageincommunicatingwitheachother,particularlyintheupperreachesoftheCastalianhierarchy,hasaformalitythatappearstodenytheirexistenceaspassionatebeings.Thereisacertain coldness amongCastalian leaders such asAlexander,withwhomKnechtconversesafterrequestingtoleavetheOrder.Apartfromthereverence feltby youngermembers of the hierarchy toward some of theolderMasters,itisnotclearhowloveisexpressedandexperienced.Thisdoesnotmean,ofcourse, that love isaltogetherabsent from thepedagogicalprovince. Indeed, itbecomesevident thatevenAlexander,despiteactingwithalmostclinicalreserveinhisfinaldifficultconversationswithKnecht,hasdeep feelings for theMagisterLudi.Weary after the
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688 PETERROBERTS
events of the past few days, Alexander reflects on that incomprehensiblemanwhomhehadlovedaboveallothersandwhohadinflictedthisgreatgriefuponhim (Hesse,2000a,p.383).But in theendAlexanderismorefirmlycommittedtotheprotocoloftheOrderthantohispersonal relationshipwithKnecht.As heputs it,when speakingwithKnecht:Idonotspeakformyself,butasPresidentoftheOrder,andheisresponsibletotheBoardforeveryword(p.381).10
Castaliais,inmanyrespects,closedinitswholeorientationtowardtheworld.There isanassumption,conveyedby thenarrator inhis introduction to the Game at thebeginning of thebook, that Castaliarepresentsahighwatermark inhuman intellectualachievement,risingas itdid from theashesof twentiethcenturysuperficialityanddebase
ment.Thisassumption is,however, largelyuntestedbecause thepedagogicalprovinceremainssocleanlyseparatedfromtherestoftheworld.Dialogue, for themostpart, stayswithin thephysical confinesofCastalia.KnechtsassociationwithFatherJacobusrepresentsanexception.Pliniomaybringanoutsideperspective,buthedoessoonCastaliansoil,followingCastalian rules, and in an intellectual communitywhere heconstitutesverymuchtheminority.TheformofeducationthatsustainstheCastaliansenseofsuperiority lacks thehumility, theopenness,andthebreadth of understanding necessary not only to toleratebut positivelyembracedifference.Whenchallenged, theCastalianelite turn inwards,notoutwards,clinging to theirbelief in thebeautyof theGlass
Bead
Game
and
the
rightness
of
their
social
hierarchy.
Hesses intentions indepictingCastalia in this lightwarrant reflection.ThomasMann(1999),inhisIntroductiontoHessesDemian,pointsoutthatevenasapoethe[Hesse]likestheroleofeditorandarchivist,thegameofmasqueradebehind theguiseofonewho brings to lightotherpeoplespapers(p.vii).InreadingTheGlassBeadGame,Mannfeltverystronglyhowmuchtheelementofparody,thefictionandpersiflageofabiographybasedupon learnedconjectures,inshort theverbalplayfulness, help keepwithin limits this latework,with dangerouslyadvancedintellectuality,andcontributetoitsdramaticeffectiveness(p.viii).A tension isestablished in thenovelbetween the insularearnestnessoftheCastalianhierarchyandacentralcharacterwhorespectsthis,livesandsucceedswithinit,butalsoquestionsit.Thenarratoroccupies
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LIFE,DEATHANDTRANSFORMATION 689
averyinterestingpositionhere.Ontheonehand,heisarepresentativeof the excessively serious, somewhat smugCastalian attitude and it islargely throughhim that readersmustconstructapictureof thepedagogicalprovinceanditsinhabitants.Yet,subtlechangescanbedetectedinthenarratorasthenovelprogresses,withthemoredistancing,officialandcelebratorytoneoftheearlypartofthebookbecomingslightlylesssure andmore complex as the story ofKnecht unfolds. The narrator,then,growsashe tellsKnechtsstory,and toward theendof themainpartof thebook,shadesofhithertodisguisedemotioncanbedetected.Hessesnarrativestructure,withitsgentle,ambivalentparody,sharpensthesensethatallisnotwellinCastaliawhilealsoallowingthereadertodevelopameasureofsympathynotonlyforKnechtbutalsothenarrator
andtheidealsherepresents.Hessehimselfrespectedthecontemplativelifebutcouldalsosee,withparticularacuity intheyearsleadinguptothesecondWorldWar,theneedforsomethingmorethanmereretreattoa palace of the intellectwhen facedwith pressing social and politicalproblems.
Knechts distinctive perspective on the Game and on Castaliansocietyhasbeen shaped, inconsiderablepartbut inways thatcouldnotbemeasuredorquantifiedbyhisdialogueswithPlinioandFatherJacobus,hisfriendshipwithFritz,andtheguidancehehasreceived(byexample) from theMusicMaster.Alongwith thesepositive influences,however,hisviewshavealsobeenconditionedbytheoppositionheen
counters
from
the
Castalian
hierarchy.
The
rigidity,
coldness,
and
in
comprehension exhibitedbyAlexander and theBoard ofEducators inresponsetoKnechtsCircularLetterrequestinghisleavefromtheOrderplayanimportantroleinconvincinghimofsomeoftheshortcomingsoftheCastaliansystem.These influences,whileinonesensenegative,arenonethelesseducational inKnechts case:given themanhe is,and thewayhisviewsandcharacterhavebeenshapedbyother(morepositive)influences,Joseph is able to respond to this opposition from the hierarchycalmly,withdignityandequanimity,butalsowithacertainquietfirmnessandstrengthofresolve.KnechtlearnsfromtheBoardandtheirreactiontohisproposalasmuchashelearnsfromthepositiveinfluencesofPlinio,FatherJacobus,andtheMusicMaster.
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690 PETERROBERTS
Recognizing, implicitly, the significance of these influences on hisown character and thought,Knecht comes to see the supreme importanceofeducationforothers.InhisCircularLettertotheBoardofEducators,hemakeshispositionclear.
ABoardofEducators can functionwithout aMagisterLudi.But althoughwehavealmostforgottenit,MagisterLudiofcourseoriginallymeantnottheofficewehaveinmindwhenweusetheword,butsimplyschoolmaster.AndthemoreendangeredCastaliais,themoreitstreasuresstaleandcrumbleaway,themoreour country will need its schoolmasters, itsbrave and good schoolmasters.Teachersaremoreessentialthananythingelse,menwhocangivetheyoungtheabilitytojudgeanddistinguish,whoservethemasexamplesofthehonoringoftruth,obediencetothethingsofthespirit,respectfor language.Thatholdsnot
onlyforoureliteschools,whichwillbecloseddownsoonerorlater,butalsoandprimarilyforthesecularschoolsontheoutsidewheretheburghersandpeasants,artisansand soldiers,politicians,militaryofficers,and rulersareeducatedandshapedwhile they are stillmalleable children.That iswhere thebasis for theculturallifeofthecountryistobefound,notintheseminarsorintheGlassBeadGame.[.. .] Moreandmorewemustrecognizethehumble,highlyresponsibleservicetothesecularschoolsasthechiefandmosthonorablepartofourmission.Thatiswhatwemustseektoextend(Hesse,2000a,p.342).
Knecht, then,unlikemostofhisCastalian colleagues,mightbe said toembracebothhalvesof theSocraticvisiondiscussedbyBlacker (1998).He realizes thatasheplays theGamehe isparticipating in something
biggerthanhimselfsomethingthatistheretobeknownandloved,towhichheandotherscandedicatean importantpartof their lives,andwhichwill endurebeyond the triumphs and difficulties of any givenepoch.At the same time, he recognizes the need to pass onwhat isknownbyCastalianstoothersandtolearnfromthoseothers.Knechtrisksallinhiscommitmenttothisformofeducationalimmortality,givingupthesecurityandprestigeofhispositioninCastalia,facingthederisionofhiscolleagues,andenteringaworldlargelyunknowntohimintheinterestsofmakingadifferenceinonehumanlife.
AlthoughKnechtdiessuddenlyandtragically,heis,itmightbeargued, stillwellprepared forhisowndeath.11 Incompletinghispoems
and
fictional
autobiographies,
he
has
given
careful
thought
to
the
mean
ingofdeathanditsrelationship,througheducation,tolife.Heis,bythe
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LIFE,DEATHANDTRANSFORMATION 691
timeheleaves theOrder,acceptingofhisownlimitsanduncertainties.Insomesenseshefulfils,asBandy(1972)argues,onlyafractionofwhathemighthaveachieved inhispostCastalian life.Hewas,asherecognizedhimself,verymuchanincompletehumanbeingandwasreadytolearnagreatdealmore.ButwhilehiscontactwithTitoisrelativelybrief,themarkhe leavesonhisyoungchargeand, indeed,onmanyofhisformer colleagues inCastalia isadeepandpermanentone,and it isclearthathewill,inBlackersterms,liveonbeyondhisdeath.
CONCLUDINGCOMMENTS
ThereismuchmorethatmightbesaidaboutTheGlassBeadGamefromaneducationalpointofview.Although thisarticlehasconcentratedon
theeducational implicationsofHessesportrayalofKnechtsdeath, thebookalsoallowsreaderstoaddressmanyotherphilosophicalandpedagogicalthemesofenduringimportance.Theseincludethemeaningandpurposeofeducation, thequestionofwhatconstitutesawell lived life,thenatureofknowledgeandtheprocessofknowing,theneedforaharmonybetween reason and emotion, the potential educative value ofstrivingandsuffering, the teacherstudentrelation, theroleofdialogueinteachingandlearning,thetensionbetweencertaintyanduncertainty,thestrengthsandlimitationsofdifferentformsofhierarchyandauthority, and the relationshipbetween the individual and society, amongothers. Hesse explored educational themes in a number of his other
novels
(e.g.,
Hesse,
1968,
1999,
2000b)
and
non
fiction
writings
(Hesse,
1978). TheGlass Bead Game is a rich,multilayeredbook,worthy of repeatedreadings.Hessemayhaveagonized foryearsover thebookbuttheeffort,fromaneducationalperspective,waswellworthit.Eachgenerationmustfacenewchallenges,andtheprocessof(re)readingboththewordand theworld (Freire&Macedo,1987) isnevercomplete. Inacknowledging this incompleteness, in questioning ourselves and thesocial structures of our time, and in continuing to reflect on the ideasconveyedthroughnovelssuchasTheGlassBeadGame,wefollowapathconsistentwiththeonealreadyestablishedbyJosephKnecht.
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692 PETERROBERTS
ACKNOWLEDGEMENTS
Iwishtothankfouranonymousreviewersfortheirveryhelpfulcommentsonanearlierversionofthisarticle.
NOTES
1FritzTegulariuswassaid tohavebeenbasedonFriedrichNietzsche,
whomHessereadandadmired.(SeeKoester1967,p.135).2Forathoughtfuldiscussionofdecadencefromaneducationalpointof
view,seeWilson(2001).3Thisis,ofcourse,nottheonlyperspectivefromwhichtoconsiderthe
bookseducationalsignificance.Elsewhere(Roberts,2007),detailedattentionhas
been
paid
to
the
importance
of
uncertainty,
dialogue,
and
critical
thought
in
Jos
ephKnechtseducationaltransformation.4 The importance of death as a theme for educationists hasbeen ex
ploredbyanumberoftheoristsovertheyears.See,forexample,Blacker(1998)andPuolimatkaandSolasaari(2006).SeealsothesymposiumonBlackers(1997)bookDyingtoTeach:TheEducatorsSearchforImmortality inLaird(1998).
5GiventhestrongfocusonpedagogicalmattersinTheGlassBeadGame,
itisrathersurprisingthatsolittleattentionhasbeenpaidtothebookbyeducators.Amongtheexceptions,seePeters(1996,ch.9)andSears(1992).BothPetersandSearsapplyideasfromthebookininsightfulways,buttheirfocusisprincipallyontheGlassBeadGameasametaphorratherthanontheeducationallifeanddeathofJosephKnecht(seeRoberts,2008).
6ThequestionofwhetherBertramdoesinfactdiedoesnotreceiveade
finitiveanswerinthebook.WhenThomasvonderTrave(KnechtspredecessorinthepositionofMagisterLudi) falls ill,Bertram,hisdeputy,assumeshisresponsibilities.Hemeetshisobligationsbutwithdifficulty.AnumberofBertramscolleagues in thehierarchy seek tounderminehim,andafter theannualGlassBeadGame festival, he seeks leave in themountains. The narrator notes thatBertramdidnotreturnfromhisoutinginthemountains,andafterawhilethestorywent round thathehad fallen tohisdeath fromacliff (Hesse,2000a,p.202).Friedrichsmeyers(1974)indepthanalysisoftheBertramincidentcertainlyseemstosuggestthedeathactuallyoccurs.Whetherthisisaliteraldeathornot,itisclearthatBertramisatleastsymbolicallydeadtoCastalia.
7Hessewas,however,awareofsomeofthelimitationsoftheformand
participated in theBildungsroman tradition inacriticaland innovativemanner.Seefurther,Swales(1978)andPeters(1996).
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LIFE,DEATHANDTRANSFORMATION 693
8Asoneoftheanonymousreviewersputit,learningconceivedinthis
waybecomesnotmerely lifelong (as contemporaryjargonwouldhave it)butmanyliveslong.
9Thislackofadequateattentiontothedevelopmentoftheemotionshas
importantimplicationsfortheconceptionandpracticeofeducation.Thereisnotspaceheretoaddressthispoint,butforexcellentworkrelevanttothisthemeseeNias(1996),Boler(1999),andZembylas(2002,2003,2007).
10Therearewider implicationshereforthewayeducatorsunderstandthe relationshipbetween knowledge, experience, and education. One of theanonymousreviewersmakesthispointveryelegantly:Theproblemisnotonlythatknowledgefailstounifyeitherexperienceoritself;itisalsothatwecometoknowledgebywayofourselfotherrelationsandouremotionalworldsoflearning (and teaching,howevermute).Sometimeswedo thingswithandtoknow
ledge
as
ways
of
doing
things
with
and
to
our
significant
others
and
that
other
thatisourownself.11
On thepotential importanceofeducation inpreparingus fordeath,seePuolimatka&Solasaari(2006).
REFERENCES
Bandy, S. C. (1972). Hermann Hesses Das Glasperlenspiel: In search ofJosefKnecht.ModernLanguageQuarterly,33(3),299311.
Blacker,D.(1997).Dyingtoteach:Theeducatorssearchforimmortality.NewYork:TeachersCollegePress.
Blacker,D. (1998). Education as immortality: Toward the rehabilitation of anideal.ReligiousEducation,93(1),828.
Boler,M.(1999).Feelingpower:Emotionsandeducation.NewYork:Routledge.
Boulby,M.(1966).DerviertelebenslaufasakeytoDasGlasperlenspiel.ModernLanguageReview,61(4),635646.
Cohn,H.D. (1950). The symbolic end ofHermannHesses Glasperlenspiel.ModernLanguageQuarterly,11(3),347357.
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Freire,P.(1998).Pedagogyoffreedom:Ethics,democracy,andciviccourage.Lanham,MD:Rowman&Littlefield.
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Freire,P.,&Macedo,D.(1987).Literacy:Readingthewordandtheworld.London,
UK:Routledge.
Friedrichsmeyer,E.(1974).TheBertramepisodeinHessesGlassBeadGame.TheGermanicReview,49(4),284297.
Hesse,H.(1968).Beneaththewheel(M.Roloff,Trans.).NewYork:Picador.(Originalworkpublished1906)
Hesse,H.(1969).PeterCarmenzind(M.Roloff,Trans.).NewYork:Picador.(Originalworkpublished1904)
Hesse,H.(1978).Mybelief:Essaysonlifeandart(D.Lindley,Trans.,withtwoessays translated by R. Manheim; T. Ziolkowski, Ed.). London, UK:Triad/Panther.
Hesse,H.(1999).Demian(M.Roloff&M.Lebeck,Trans.,T.Mann,Introduction).NewYork:PerennialClassics.(Originalworkpublished1919)
Hesse,H.(2000a).TheGlassBeadGame(R.Winston&C.Winston,Trans.).London,UK:Vintage.(Originalworkpublished1943)
Hesse,H. (2000b). Siddhartha (S.C.Kohn, Trans., P.W.Morris, Introduction).Boston,MA:Shambhala.(Originalworkpublished1922)
Johnson,S.M.(1956,Jan/Nov).TheautobiographiesinHermannHessesGlasperlenspiel.TheGermanQuarterly,29,160171.
Koester,R.(1967).HessesMusicMaster:Insearchofaprototype.ForumforModernLanguageStudies,3(2),135141.
Laird,S.(Ed.)(1998)Philosophyofeducation1997.Urbana,IL:PhilosophyofEducationSociety.
Mann, T. (1999). Introduction. In H.Hesse Demian (M. Roloff & M. Lebeck,Trans.,pp.vxi).NewYork:PerennialClassics.
Mileck,J.(1970).DasGlasperlenspiel:Genesis,manuscripts,andhistoryofpublication.TheGermanQuarterly,43(1),5583.
Mileck,J.(1978).HermannHesse:Lifeandart.Berkeley,CA:UniversityofCaliforniaPress.
Nias,J.(1996).Thinkingaboutfeeling:Theemotionsinteaching.CambridgeJournalofEducation,26(3),293306.
Peters,M.(1996).Poststructuralism,politicsandeducation.(Chaptertitle:Cybernetics,cyberspaceandtheuniversity:HermanHessesTheGlassBeadGame
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andthedreamofauniversallanguage,pp.159176).Westport,CT:Ber
gin&Garvey.
Puolimatka,T.,&Solasaari,U.(2006).Educationfordeath.EducationalPhilosophyandTheory,38(2),201214.
Remys,E. (1983).HermannHessesDasGlasperlenspiel:Aconcealeddefenseofthemotherworld.NewYork:PeterLang.
Roberts,P. (2007).Conscientisation inCastalia:AFreireanreadingofHermannHessesTheGlassBeadGame.Studies inPhilosophyandEducation,26(6),509523.
Roberts,P.(2008).Morethanametaphor:TheeducationofJosephKnecht.Pedagogy,CultureandSociety,16(2),173185.
Sears,J.T.(1992).Thesecondwaveofcurriculumtheorizing:Labyrinths,orthodoxies,andother legaciesof theglassbeadgame.Theory IntoPractice,31(3),210218.
Swales,M.(1978).TheGermanBildungsromanfromWielandtoHesse.Princeton,NJ:PrincetonUniversityPress.
White,I.A.,&White,J.J.(1986).TheplaceofJosefKnechtslebenslufewithinHermann Hesses Das Glasperlenspiel. Modern Language Review, 81(4),930943.
Wilson,J.(2001).Thespiritual,theearthlyandthedecadent.JournalofBeliefsandValues,22(2),167182.
Zembylas,M.(2002).Structuresoffeelingincurriculumandteaching:Theorizingtheemotionalrules.EducationalTheory,52(2),187208.
Zembylas,M. (2003). Interrogating teacher identity: Emotion, resistance andselfformation.EducationalTheory,53(1),107127.
Zembylas,M.(2007).Apoliticsofpassionineducation:TheFoucauldianlegacy.EducationalPhilosophyandTheory,39(2),135149.
Ziolkowski,T.(1967).HermannHesse:derviertelebenslauf.TheGermanicReview,42(2),124143.
PeterRoberts isProfessorofEducationat theUniversityofCanterbury inNewZealand.Hisprimaryareasofscholarshiparephilosophyofeducationandeducationalpolicystudies.HisinterestsincludethepedagogyofPauloFreire,ethics
andeducation,literatureandeducation,andtertiaryeducationpolicy.
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696 PETERROBERTS
Correspondence:SchoolofEducationalStudiesandHumanDevelopment,Col
legeofEducation,UniversityofCanterbury,DovedaleAvenue,PrivateBag4800,Christchurch8140,NewZealand. Email:peter.roberts@canterbury.ac.nz
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