Authors
- Romanova Galina Ivanovna Doctor of Philology, docent
- Smirnova Alfia Islamovna Doctor of Philology, professor
Annotation
The focus is on the artistic features of F. M. Dostoevsky’s realistic novels and G. Gazdanov’s modernist works. The article analyses such a poetic feature common for both authors as the reliable (life-like) depiction of reality, its concreteness, achieved by a special combination of the real and the fantastic, outlining real objects from the characters’ stance. The notion of world image reliability in the works under study is not reduced to a simplistically understood life-similarity or plausibility; it expands the boundaries of the artistic picture of the world. The article emphasizes that realistic and conventional organically correlate to produce meanings that reveal the individual
artistic world of each writer’s work. The credibility («physiological») of depicting the artistic pictures of everyday routine and urban life in Dostoevsky’s works forms the certain basis for studying the concrete-historical reality with the involvement of historical evidence, including the 19th century state documents. In continuation of Dostoevsky’s tradition, Gazdanov-novelist strives for «life-like» depiction, which is the embodiment of the subject world, plot and character system, behind which there are true stories of their lives and real events. The effect of authenticity is achieved by different means, allowing to hide the conventionality of literary forms. In both cases, the spontaneity and randomness of plot events are countered by the orderliness of eternal moral and ethical values. The findings prove that the specific features of the creative method as manifested in the meta-subject sphere of works, contribute to the poetics of writers being similar though belonging to different artistic and aesthetic
systems.
How to link insert
Romanova, G. I. & Smirnova, A. I. (2024). AUTHENTICITY POETICS (LITERARY WORLD OF FYODOR M. DOSTOEVSKY’S AND GAITO GAZDANOV’S) Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", , 25. https://doi.org/10.25688/2076-913X.2024.53.1.02
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