History and time have become reified in biography

Theory of biography

Leo Löwenthal.

Essays in honor of Marcuse (1973)

The biography (we are here excluding scholarly works of history) reminds us of the interior in large department stores. There in the rambling basements, heaps of merchandise have been gathered from all sections of the establishment. These goods have become outdated and now whether they were originally offered for sale on the overcrowded notion counters or in the lofty silence of the luxury-furniture halls, are being indiscriminately remaindered for relatively little money. In these basements we find everything; the only common principle is the necessity for fast sales. The biography is the bargain basement of all fashionable cultural goods; they are all a bit shop-worn, they no longer quite fulfill their original purpose, and it is no longer particularly important whether there is relatively much or little of one or the other item.

With almost statistical accuracy, the same material has been collected and displayed in about the same package. To be sure, from the outside it looks quite different. The biographies are presented as if in the intellectual realm they represent that which the exclusive and specialty stores represent in the realm of consumer goods. This comparison designates the social atmosphere in which the popular biography belongs: one of apparent wealth. It lays claim to the philosopher’s stone, as it were, for all contingencies of history of life situations, but it turns out that the motley mixture of generalizations and recipes is actually an expression of utter bewilderment.

An analysis of the popular biography is first of all an analysis of its reading public, and as such it comprises a critique of late European liberalism. Arbitrariness and contradiction have destroyed any claim to theory; ultimately this literature is a caricature of theory. During the ascendancy of the middle classes, when the educational novel characterizes narrative literature, the individual vacillated between his own potentials and the demands of his environment. The author drew material, which represented the substance of each individual destiny, from imagination; in only rare exceptions were data used for surface decoration and coloration. But, while imaginative, the educational novel was at the same time exact, because, as a product of poetic imagination, social and psychological reality were mirrored as they were observed within the social stratum of the author and his public. Wilhelm Meister, Illusions Perdues, David Copperfield, Éducation Sentimentale, Der Gruene Heinrich, Anna Karenina— these novels not only evoked the readers’ experience of déjà vu, but confirmed the salvation of the individual by demonstrating the burdens and good fortunes of an invented individual existence in such a way as to permit the reader to experience them for himself. In these works, specific individuals, consistent within themselves and living within a concrete world, are represented as a complex of subjects closely connected with the fate of living and reading contemporaries. This is “reality” conceived as historians have conceived it since the Enlightenment, and in this sense there exists a direct relation between scientific and literary realism and the theory of society: one formulates the concern about the individual, the other tries to sketch the conditions for his happiness.

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