The Journey to the East is Hermann Hesse’s most deeply personal book. This enigmatic novel, with its deceptively simple narrative structure, lends itself well to multiple interpretations. To date, however, little attention has been paid by educationists to the book. This paper attempts to address this lacuna in the literature, beginning with an examination of the autobiographical and dream-like qualities of the novel. This is followed by a detailed analysis of the ritual of confession undertaken by H.H., the narrator and (...) central figure in the book. H.H. lives in despair following the apparent dissolution of the League of Journeyers to the East. He seeks to overcome his despair, and learns the League is alive and well, through the character of Leo. At the end of the book H.H., having confessed his ‘sins’ and faced both his League brothers and himself, believes he has found the answer to his troubles. This paper argues that in his solution, H.H. fails to grasp of the importance of education, questioning and critique in self understanding and development. This being so, it is suggested, he will be unable to make the most of the knowledge available to him through the League archives, and his reflections on himself, Leo and the purpose of his existence will have only limited lucidity. He will, the paper concludes, have a long way to go on his journey to ‘the East’. (shrink)

This paper examines Hermann Hesse's penultimate novel, The Journey to the East, from an educational point of view. Hesse was a man of the West who turned to the idea of 'the East' in seeking to understand himself and his society. While highly critical of elements of Western modernism, Hesse nonetheless viewed 'the East' through Western lenses and drew inspiration from other Western thinkers. At the end of The Journey to the East, the main character, H.H., believes he has found (...) the solution to his despair. This paper argues that he has not, at least not in the fullest sense Hesse came to see was possible. H.H. relies too heavily on faith and abandons reason too quickly in seeking to become 'absorbed' into the Other that he regards as his higher self. An answer to H.H.'s existential angst can be found in Hesse's final novel, The Glass Bead Game, where educational growth through the development of a critical, questioning, inquiring attitude is a central theme. (shrink)

This paper considers Hermann Hesse’s novel, The Glass Bead Game, in the light of Paulo Freire’s educational philosophy. The Glass Bead Game is set in Castalia, a “pedagogical province” of the 23rd century. It is argued that the central character in the book, Joseph Knecht, undergoes a complex process of conscientisation. Knecht develops an increasingly critical understanding of Castalian society, questioning some of its most cherished assumptions while nonetheless deepening his appreciation of the beauty of the Glass Bead Game. He (...) becomes less certain of his certainties as he grows older, and eventually decides to give away his prestigious post as Magister Ludi to pursue a quiet life as a tutor. Dialogue plays a key role in the development of Knecht’s critical consciousness. Freirean theory is seen to provide a robust framework for the analysis of key themes in Hesse’s text. At the same time, The Glass Bead Game is helpful in demonstrating the meaning and significance of conscientisation and dialogue for educational lives. (shrink)