从空间批评解读《男孩》和《青春》中主人公约翰的文化身份

学校代码：12106学号：31605009分类号：编号：论文 题 快递公司问题件快递公司问题件货款处理关于圆的周长面积重点题型关于解方程组的题及答案关于南海问题 目AnInterpretationofProtagonistJohn’sCulturalIdentityinBoyhoodandYouthfromSpatialCriticism从空间批评解读《男孩》和《青春》中主人公约翰的文化身份学院：外国语学院专业：英语语言文学研究方向：非洲文学姓名：袁静指导教师：李翠云教授2019年6月4日内蒙古大学AnInterpretationofProtagonistJohn’sCulturalIdentityinBoyhoodandYouthfromSpatialCriticismByYuanJingUndertheSupervisionofProfessorLiCuiyunSubmittedinPartialFulfillmentoftheRequirementsFortheDegreeofMasterofArtsEnglishDepartmentForeignLanguagesCollegeInnerMongoliaUniversityJune2019原创性声明本人声明：所呈交的学位论文是本人在导师的指导下进行的研究工作及取得的研究成果。除本文己经注明引用的 内容 财务内部控制制度的内容财务内部控制制度的内容人员招聘与配置的内容项目成本控制的内容消防安全演练内容 外，论文中不包含其他人己经发 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 或撰写过的研究成果，也不包含为获得内蒙古大学及其他教育机构的学位或证书而使用过的材料。与我一同工作的同志对本研宂所做的任何贡献均己在论文中作了明确的说明并表示谢意。学位论文作者签名：％％指导教师签名：曰期：日期：所Ｌｆ在学期间研究成果使用承诺书本学位论文作者完全了解学校有关保留、使用学位论文的规定，即：内蒙古大学有权将学位论文的全部内容或部分保留并向国家有关机构、部门送交学位论文的复印件和磁盘，允许编入有关数据库进行检索，也可以采用影印、缩印或其他复制手段保存、汇编学位论文。为保护学院和导师的知识产权，作者在学期间取得的研宄成果属于内蒙古大学。作者今后使用涉及在学期间主要研宄内容或研宄成果，须征得内蒙古大学就读期间导师的同意；若用于发表论文，版权单位必须署名为内蒙古大学方可投稿或公开发表。学位论文作者签名：指导教师签名：曰期：ｖｉＶＷｒ曰期：ｉｉＤＥＣＬＡＲＡＴＩＯＮ１ｈｅｒｅｂｙｄｅｃｌａｒｅｔｈａｔｔｈｉｓｓｕｂｍｉｓｓｉｏｎｉｓｍｙｏｗｎｗｏｒｋａｎｄｔｈａｔ，ｔｏｔｈｅｂｅｓｔｏｆｍｙｋｎｏｗｌｅｄｇｅａｎｄｂｅｌｉｅｆ，ｉｔｃｏｎｔａｉｎｓｎｏｍａｔｅｒｉａｌｐｒｅｖｉｏｕｓｌｙｐｕｂｌｉｓｈｅｄｏｒｗｒｉｔｔｅｎｂｙａｎｏｔｈｅｒｐｅｒｓｏｎｏｒｍａｔｅｒｉａｌｗｈｉｃｈｈａｓｔｏａｓｕｂｓｔａｎｔｉａｌｅｘｔｅｎｔｂｅｅｎａｃｃｅｐｔｅｄｆｏｒｔｈｅａｗａｒｄｏｆａｎｙｏｔｈｅｒｄｅｇｒｅｅｏｒｄｉｐｌｏｍａａｔａｎｙｕｎｉｖｅｒｓｉｔｙｏｒｏｔｈｅｒｉｎｓｔｉｔｕｔｅｏｆｈｉｇｈｅｒｌｅａｒｎｉｎｇ，ｅｘｃｅｐｔｗｈｅｒｅｄｕｅａｃｋｎｏｗｌｅｄｇｍｅｎｔｈａｓｂｅｅｎｍａｄｅｉｎｔｈｅｔｅｘｔ．Ｓｉｇｎａｔｕｒｅ：Ｎａｍｅ：Ｄａｔｅ：，Ｉ：！ｉｉｉivACKNOWLEDGEMENTSHowtimeflies!Three-yearofpostgraduatelifeiscomingtoanendinatwinklingofaneye.IbenefitalotinliteratureandIamsogladthatIcanspendthemostbeautifultimeinInnerMongoliaUniversity.Duringthethreeyears’study,Iwanttoexpressmysinceregratitudetomanypeople.Firstandforemost,Iamdeeplyindebtedtomysupervisor,ProfessorLiCuiyun,whogavemealotofhelpinmyliterarystudy,especiallyinmythesiswritingprocess.Prof.Liindicatedthestudydirectionforme.Thethesisincludesherpainstakingeffortsfromthethesisproposal,firstdraft,revisedmanuscriptstofinaldraft.Prof.Li’spreciseattitudetowardsscholarlyresearchgavemeadeepimpression.Prof.Liinstructedmenotonlyintheprofessionalknowledgebutalsobyhermodestquality.Iwillkeephersolicitudeandguidanceinmymindtomotivatemyself.MygratitudealsogoestoalloftheteachersintheforeignlanguagecollegeofInnerMongoliaUniversity.Theirprofoundknowledgeandpreciousinspirationprovidedlife-longlessonstome.Iamgratefulformyclassmateswhohavesharedtheirviewpointswithmeforthreeyears.Itwastheiraccompanythatledmeamorecolorfullife,especiallymyroommateswhogavemesupportandcarewhenImetdifficulties.Lastbutnotleast,Iwouldliketoexpressmyheartfeltgratitudetomyfamily.Thanksfortheirwarmthandloveontheroadofmylife.Theywillalwaysbemysolidfoundation.vABSTRACTJohnMaxwellCoetzeeisoneofthemosteminentrepresentativesinthe20thcenturySouthAfricanimmigrantwriters.HewontheNobelPrizeinLiteraturein2003.ThecomplexityofrealisticenvironmentinSouthAfricaanddiasporicgrowthexperiencesmakeCoetzeestandontheedgeofculturalidentityallthetime.Coetzee’sworksareimmersedwithreflectionsandcritiquesofsuperficialmoralityandharshrationalisminwesterncountries.Hisautobiographicalnovels,BoyhoodandYoutharetwoindependentbutcorrelatedworks.TheformerportraystheprotagonistJohn’schildhoodlifeinSouthAfricawhilethelatterisabouthisjourneyofseekingrootinEnglandafterhegraduatedfromuniversity.WithHenriLefebvre’sspatialcriticismandStuartHall’sculturalidentityastheoreticalframework,thispaperinterpretstheleadingcharacter’sculturalidentityproblemsintwoworksfromphysicalspace,socialspaceandindividualspace.Lefebvreholdsthatthespacesarefullofsocialandculturalimplications,whichinfluencetheindividual’sthoughtsandbehaviors.Hallproposesthatculturalidentitychangesdynamicallyandconstantlyindiasporicexperiencesofimmigrants.Inphysicalspace,throughanalyzingthetransformationofnaturalgeographicallandscape,thethesisrevealsthatJohncanneithergetridofthefettersofSouthAfricanativeculturenorintegrateintothemarginalizedsituationofEngland.Insocialspace,throughexpoundingJohn’sfamily,schoolandworkingspace,thethesiselaborateshisdifficulttimeofidentityanxietytopredicamentthentoidentitypursuit.IndividualspacemainlyillustratesJohn’spersonalityandpsychologicalchanges.BecauseofthedenialofhisAfrikaansculturalidentity,Johnspentataciturnanddepressivechildhood.Inyouth,viJohn’salienationanddiasporicstatedisillusionedhimaboutseekingEnglishculturalidentityjourney.ThispaperaimstoprovideanewperspectiveforstudyingofCoetzee’stwoautobiographicalnovelsbyinterpretingBoyhoodandYouthfromspatialcriticism.ThroughanalysisofthreespatialdimensionsthatJohnhasexperienced,thispaperexplorestheeffectofspaceinshapingindividualsandculturalidentity,anddemonstratesthesignificanceofspatialcriticisminliteraryworks.Besides,throughdelvingintoJohn’sidentity-seekingjourneyfromSouthAfricatoEngland,thewriterofthisthesisexpressestheconcernaboutthelivinginamarginalizedconditioninpost-colonialsociety,andre-examinatetheculturalidentityoftheimperialdiasporicintellectualsatthesametime.KEYWORDS:Boyhood,Youth,spatialcriticism,culturalidentityvii摘要约翰·马克斯韦尔·库切是南非20世纪移民作家中最杰出的代表之一。他于2003年获得诺贝尔文学奖。南非复杂的现实环境和流散的成长经历使库切始终处于文化身份的边缘地带。库切的小说创作充满了对西方浅薄的道德观和残酷的理性主义的反思与批判。他的自传体小说《男孩》和《青春》是两部各自独立而又互相关联的作品。前者描写了主人公约翰在南非的孩童生活，后者是关于他大学毕业后在英国的寻根之旅。以亨利·列斐伏尔的空间批评和斯图亚特·霍尔的文化身份为理论框架，本文从物理空间，社会空间和个体空间三个方面解读两部作品中主人公的文化身份问题。列斐伏尔认为充满社会和文化蕴含的空间影响着个体的思想和行为，霍尔提出文化身份是流动的，在移民流散经历中不断变化。在物理空间中，通过 分析 定性数据统计分析pdf销售业绩分析模板建筑结构震害分析销售进度分析表京东商城竞争战略分析 自然地理景观的转换，本文揭示了约翰既无法摆脱南非本土文化的束缚，又无法融入英国的边缘化处境。在社会空间中，通过阐述约翰所处的家庭，学校和工作空间，说明了他从身份焦虑到困境再到身份追寻的艰难时光。个体空间主要表明了约翰个性和心理的变化。由于对阿非利堪文化身份的否定，童年时代的约翰处于沉默，压抑自我。步入青年时代，约翰自身的疏离气质和流散状态也使他的英国寻根之旅幻灭。本论文通过从空间批评解读《男孩》和《青春》，旨在为研读库切的这两部自传体小说提供一个新的研究视角。通过对约翰所经历的三个空间维度的分析，本论文探讨了空间对个体的塑造作用和对文化身份的影响，说明了空间批评在文学作品中的重要意义。此外，论文作者通过研究约翰从南非到英国的身份追寻之旅，表达了对后殖民社会中边缘人物生活状态的关注，同时重新审视了帝国流散知识分子的文化身份。关键词：《男孩》；《青春》；空间批评；文化身份viiiTableofContentsACKNOWLEDGEMENTS............................................................................................ivABSTRACT.....................................................................................................................v摘要.................................................................................................................................viiChapterOneINTRODUCTION...................................................................................11.1AnIntroductiontotheAuthorandWorks............................................................11.2StructureoftheThesis..........................................................................................51.3SignificanceoftheStudy.....................................................................................6ChapterTwoLITERATUREREVIEW........................................................................82.1OverseasStudiesonCoetzee’sWorks..................................................................82.2DomesticStudiesonCoetzee’sWorks...............................................................102.3StudiesonCoetzee’sBoyhoodandYouth...........................................................11ChapterThreeTHEORETICALFOUNDATION.....................................................133.1TheConceptandDevelopmentofSpaceandSpatialCriticism........................133.2TheBasicAttributesofSpatialCriticism...........................................................143.2.1Thenaturalattributeofspatialcriticism...................................................153.2.2Thesocialattributeofspatialcriticism..................................................163.2.3Theculturalattributeofspatialcriticism...............................................173.2.4Theidentityattributeofspatialcriticism.................................................18ChapterFourJOHN’SCULTURALIDENTITYWITHTHESHIFTOFPHYSICALSPACE......................................................................................................204.1TheRejectionofAfrikaansIdentityinSouthAfrica..........................................214.1.1AnoutsiderinWorcester..........................................................................214.1.2AmarginalpersoninCapeTown.............................................................254.2IncompatibilitywithBritishIdentityinBritain..................................................264.2.1Animmigrantinmodernmetropolis—London........................................27ix4.2.2Aroverwiththechangeofresidence.......................................................29ChapterFiveJOHN’SCULTURALIDENTITYINSOCIALSPACE.................315.1TheIdentityAnxietyinFamilySpace................................................................315.1.1Escapingfromabnormalparentallove.....................................................325.1.2Disharmoniousgenderrelations...............................................................375.2TheIdentityDilemmainSchoolSpace.............................................................395.2.1Survivalfromdualculturesinprimaryschool.........................................395.2.2Strugglebetweenidealandrealityincollege...........................................435.3TheIdentityPursuitinWorkingSpace..............................................................445.3.1Seekingforfreedominpart-timejobs......................................................455.3.2Questforliterarycreationinfull-timejobs..............................................46ChapterSixJOHN’SCULTURALIDENTITYININDIVIDUALSPACE.............506.1TheDepressionofAfrikaansCulturalIdentity..................................................516.1.1DisapprovalofAfrikaansculture.............................................................516.1.2DenialofAfrikaansidentity.....................................................................536.2TheDisillusionofBritishCulturalIdentity.......................................................556.2.1FutileexplorationofEnglishculture........................................................566.2.2LossofBritianidentity.............................................................................58ChapterSevenCONCLUSION.................................................................................61WORKSCITED............................................................................................................651ChapterOneINTRODUCTION1.1AnIntroductiontotheAuthorandWorksJohnMaxwellCoetzee(1940-)isaSouthAfrican-bornnovelist,essayist,linguistandtranslator.HemigratedtoAustraliain2002andbecameanAustraliancitizenin2006.J.M.CoetzeetogetherwithNadineGordimerandAndréBrinkarerecognizedasthreeofSouthAfrica’smostprominentwhitewriters,allofthemwithdefiniteanti-apartheidcommitment.AsawhiteimmigrantoffspringfromAfricancolonialcountry,Coetzeehasmoreanxietyabouthisculturalidentitythanotherintellectualsandhesuffersmuchpaininidentification.AsLauraWrightsaysthat“[i]nthedomainofAfrikaner,Coetzeeisan‘Outsider’whohashisowndistinctiveorientation”(Wright1).OnFebruary9th1940,JohnMaxwellCoetzeewasborninanAfrikanerfamilyinCapeTown,SouthAfrica.HismotherwasaschoolteacherwhowasadescendantofDutch,GermanandPolishimmigrants.HisfatherwasagovernmentemployeewhowasdescendedfromearlyDutchimmigrants.Coetzee’schildhoodinCapeTownwasdominatedbyculturalconflicts.HereceivedbilingualeducationfromanearlyageandhadagoodcommandofAfrikaansandEnglish.However,heregardedEnglishashismothertongueinfluencedbyfamilyatmosphere.In1948,Coetzee’sfamilymovedtoWorcesterowingtohisfather’semploymentingovernment.CoetzeegrewupduringthemostseriousapartheidperiodinSouthAfrica,whereviolentconflictsandbloodyeventshappenedfrequentlyinhischildhood.Coetzeefeltsocialandpsychologicalmisfitswithsurroundingsnomatterathomeor2school.In1960,CoetzeestudiedmathematicsandEnglishattheUniversityofCapeTownandreceivedhisBachelorofArtswithhonours.However,hecouldnotfindthebelongingnessasanAfrikanerbecauseheiseducatedbyEnglishmannersinthecomplexcontextofSouthAfrica.In1962,CoetzeewenttoUKandworkedasacomputerprogrammerforIBMinLondonandhewasawardedaMasterofArtsdegree.However,hecouldnotintegrateintoBritishmainstreamsocietybecauseofhiscolonialbackground.ThiswasalsoaperiodwhenCoetzeepursuedhisBritishidentityandthoughtaboutBritishculture.In1965,CoetzeerelocatedtotheUSandreceivedhisdoctorate.HebegantoteachEnglishliteratureattheStateUniversityofNewYorkuntil1971.However,hecouldnotseekpermanentresidenceinAmericaduetohisinvolvementinAnti-VietnamWarParade.In1972,CoetzeereturnedtoSouthAfricaandtaughtatUniversityofCapeTown.HemigratedtoAustraliain2002andtookofficeinAdelaideUniversity.ItwasratherlatewhenCoetzee’sfirstnovelDuskLandspublishedin1974,butthesuccessofthenovelwonhimalotofreputationsandrecognition.AlthoughCoetzeewasnotaprolificwriter,hisworkshavebeenhonouredwithnumerousawardsinhisliterarycareer.HewasthefirstwritertobeawardedtheBookerPrizetwice:firstforLifeandTimesofMichaelKin1983,andagainforDisgracein1999.HewasalsoathreetimeswinneroftheCANPrize.ThemostimportantishisNobelPrizeinLiteraturein2003forhis“well-craftedcomposition,pregnantdialogueandanalyticalbrilliance”(Wen183).Besides,Coetzee’sautobiographicaltrilogy:Boyhood(1997),Youth(2002),andSummertime(2009)hasgreatvalueinunderstandinghisworks.Andtheformertwowillbeanalyzedinthisthesis.Coetzeeoppugnstheconservativeliterarymodeandsubvertstheinexorablecorrelationbetweenhistoricalfactsandliterarycreationaswellasdefendsethicalresponsibilitybyhisownliteraturepractices.Heisgoodatreflectinghisinnervoiceastheweapontochallengeauthorityanddeconstructhegemony.CoetzeenotonlycaresaboutthecontemporarysocialproblemsofSouthAfrica,butalsoconcernsabout3identityauthenticationofindividual.MostofCoetzee’sworksmainlydepictspeople’slivesunderapartheid.Hepreciselyportraystheinnatecharactersunderthefalsemaskandruthlesslycastigatesthecruelrationalismandhypocriticalmoralsofwesterncivilization.Butatthecrucialmoment,thecharactersinCoetzee’sworksareallrecoilinfear,whichbecomesasortofresistancepatterntoviolenceintheexplorationofhumanweakness.AsthewinnerofNobelPrizeinLiteraturein2003,Coetzeeconnectstheanti-colonialthemewithpost-modernspeechfreedomsoastoproduceaseriesofstories.Atthesametime,Coetzee’screationbenefitsfromwesterntechniquesandmodestodemonstratethehistoryandpresentlifeofSouthAfricans.ItshowsthatCoetzeehasunitedtheliteratureofSouthAfricaandwesterncountriesandfacilitatedtoanewentirety.Inbrief,Coetzee’smarginalityinAfricaandoverseasgavehimfreethinkingandwritingspace.Hisindividualizedwritingstylemakeshisworksaliterarytreasure,whichdeservesfurtherstudyingandthinking.JohnMaxwellCoetzeeisthefullnameoftheauthor,theprotagonistisJohnCoetzeeinhistwoautobiographicalnovels:Boyhood:ScenesfromProvincialLifeandYouth:ScenesfromProvincialLifeⅡ.Thetwoworksrespectivelypublishedin1997andin2002.Thereisaclearlyconnectionwiththemintermsofpublicationdateandthetitleaswellascontentofworks:firstly,thewriterhasthesamenameastheprotagonistJohninworks;secondly,thewriterhasthesimilarculturalsettingsandgrowthexperiencestotheprotagonist;thirdly,thetwomemoirscontinuitynarratesJohn’sgrowthtrajectory.Inordertodistinguishthewriterandthefictionalfigure,CoetzeerepresentsthewriterandJohnrepresentscharacterintwoworks.Boyhood:ScenesfromProvincialLifegivesanaccountofJohn’sfamilylifeandschoollifeinSouthAfricafromabouteighttothirteenyearsold(1948-1953),whichisatruerecordofwriter’schildhoodexperiencesandspiritualworld.AlthoughJohnwasborninanAfrikaansfamilyinSouthAfrica,yethegrewupinanEnglish-speakingfamilyandhisidentityproblemalwaystroubledhim.Besides,inthisperiod,theinjusticeinter-racialrelationshipinSouthAfricaalsobecameanimportantcontextin4thememoir.Coetzee’sportrayalofprotagonistJohn’sinnerworldisquiteabundant,whichimpliesJohn’sallsortsofstrugglesanddiscomfortsbeforehisself-awarenesscompletelymature.WithregardtoJohn,themeaningofchildhoodlifenotonlyliesinphysiologicalgrowth,butalsotheestablishmentofthought,conceptionandvalueorientation.Johnhashisownthinkingnormsandinnerdemands.Wecancatchsightofalonely,sensitiveanddepressedboywhopresentsvariouscontradictionswhenhegetsalongwithparentsandclassmates.Youth:ScenesfromProvincialLifeⅡisaworkthataccordingtowriter’sre-examinationandliteraryexplorationfromSouthAfricatoBritainbetweenagenineteentotwenty-four.Therearetwentychaptersbutnostirringstoryplots.Thebasicunitofworkconsistsofmanyscenes,whichareconnectedbyspecificspacesinsteadofcontinuoustime.TheimageofprotagonistJohnisconstructedbyspacesandconversely,spatialchangepromoteshisidentitytransformation.Asayoungmanwhoisfullofartistictemperament,JohnleavesforLondontopursuehisliterarydreambecausehisinabilitytotoleratethedomesticapartheidandthenewnationalisminSouthAfrica.JohnlovesEnglishpoetryandiseagerforanewculturalidentityinEngland.However,itendswiththelackofpassionandlossofcreativityinhisliterarytalent.InLondon,loveistheonlywaytogetridofanxietyandgainself-consolationforhimbecauseheinsiststhatcreativityalwayscomesalongwithsexuality,butitturnsouttobeimpossible.Therefore,nomatterhowhardJohntries,heisstillunabletoescapetheidentityof“whiteSouthAfricans”.WhereveryoungJohngoes,hecannotfindatruesenseofbelonging.Heisalwaysina“foreigncountry”whetherinSouthAfricaorEurope.ThetwomemoirsshowusaSouthAfricansocietythatwearenotfamiliarwith.Coetzeegrowsupinsuchasocialbackground,whichisfullofcontradictionsandconflicts.ThereareplentyofdescriptionsaboutCoetzee’sinnerchoicesandstrugglesbetweendualculturalidentities.BoyhoodandYouthnarratetheprocessofdoubtsandfailuresinJohn’sidentityseeking,whichultimatelydegeneratesintoadualotherness.Intheautobiographicalnovels,John’spursuitandthinkingofidentityalsorevealshis5prudentrebellionandintrospection,whichisreflectedinJohn’scriticalthinkingofBritishculturallifeandhisgrimanalysistohimself.1.2StructureoftheThesisThisthesisisdividedintosevenchaptersandthecontentofeachchapterasfollows:ChapteronefirstlygivesabriefintroductiontoJ.M.Coetzeefromtheperspectiveoflifeexperiences,worksandawards,personalwritingstyleandinfluencestoworldliterary.Besides,thereisanintroductiontohisworksBoyhoodandYouthfromtheanglesofcontentandcomment.Secondly,thestructureofthethesisisalsoincludedinthischapter.ChaptertwoistheliteraturereviewaboutJ.M.CoetzeeandhisBoyhoodandYouthathomeandabroad.Chapterthreeisaboutthetheoreticalfoundation.Itconsistsoftwoparts:thefirstpartistheconceptanddevelopmentofspaceandspatialcriticism;thesecondpartisfourattributesofspatialcriticismthatarerelatedtothisthesis.ChapterfourtoChaptersixismainargumentofthisthesis.ChapterfourfocusesonJohn’sculturalidentityproblemswiththeshiftofphysicalspace,includingrejectionofAfrikaansidentityinSouthAfricaandincompatiblewithEnglishidentityinEngland.ItanalyzestheclosedandimpoverishedlivingenvironmentinSouthAfricathatmakesadistinctivecontrastwithopenandadvancedlivingconditioninEngland.AlthoughJohnwasborninSouthAfrica,hisardentlyloveforBritishculture,educationandlanguageallmakeshimaconvolutedunderstandingtohisidentity.ChapterfivedigsoutJohn’sculturalidentityproblemsinsocialspace.Firstly,itanalyzesJohn’srepressiveemotiontohisparentsandtheidentityanxietyinfamilyspace.Secondly,itexploresJohn’sstudent-hoodandadolescentexperiencestogetherwithhisidentitydilemmainschoolspace.Thirdly,itinquiresJohn’schangeablejobsandhisidentitypursuitprocessinworkingspace.ChaptersixdwellsonJohn’sculturalidentity6problemsinindividualspace.Johnpresentstwovividindividualspacesinhisgrowthprocess:oneisthesilentanddepressiveindividualinhischildhood;theotherisdisillusionmentindividualinhisyouth,whichbothreflectJohn’sfutilequestofhisculturalidentity.Chaptersevensummarizesthethesisandgivesaconclusiontothethesis.ThischapterillustratesJohn’sdualculturalidentitybecauseofhisdiasporicexperiencesinmodernsociety.1.3SignificanceoftheStudyAsthewinnerofthe2003NobelPrizeinliterature,thereisnodoubtthatJohnMaxwellCoetzeeisoneofthemosteminentauthorsinthe20thcentury.Butheisrarelyknownbythepublicforlivingaverytranquilandprudentlifeandseldomacceptingmediainterviews.Sothebe