The aim of the present article is to investigate the novel as remediation of nationalist pedagogy: how was the pedagogical, nationalist project charged with emotions? How did elements from non-realist genres make emotions ‘stick’? And what are, in return, the implications of the use of non-realist elements for the nationalist project, more specifically for nationalist temporalities? The hybrid novel form allowed for incorporating different kinds of archives, constructing a national heritage, such as material from collections of oral tradition, records from witchcraft trials, medieval manuscripts and geographical accounts including cartography. The novel added emotions to the nationalist pedagogical project by means of elements from decidedly non-realist genres such as melodrama, the Gothic novel and allegory. I argue, contrary to Benedict Anderson, that ‘Messianic time’ was in fact essential in the novel's contribution to nationalism; a temporality of prefiguration and fulfilment made emotions stick.

中文翻译：

---

重新思考小说：19 世纪中叶斯堪的纳维亚文学中的情感和反现实主义

本文的目的是调查这部小说作为民族主义教育学的补救措施：教育学、民族主义项目是如何充满情感的？非现实主义流派的元素如何使情感“粘连”？作为回报，使用非现实主义元素对民族主义项目，更具体地说，对民族主义时间性的影响是什么？混合小说形式允许合并不同类型的档案，构建国家遗产，例如口头传统收藏的材料、巫术审判记录、中世纪手稿和包括地图学在内的地理记录。这部小说通过情节剧、哥特小说和寓言等明显非现实主义类型的元素为民族主义教学计划增添了情感。我认为，与本尼迪克特·安德森相反，“弥赛亚时代”实际上对小说对民族主义的贡献至关重要；预兆和实现的时间性使情绪保持不变。