The topic of raising children in Russian classical literature. Arguments for the composition

In the texts for preparing for the Unified State Exam in the Russian language, problems related to education are often encountered. We have combined them in this work, choosing literary arguments for each problematic issue. All these examples from books can be downloaded in table format (link at the end of the article).

1. The problem of childhood and its role in the formation of a person's personality is vividly reflected in the novel I.A. Goncharova "Oblomov"... Reading about the childhood of Ilya Ilyich Oblomov, we begin to understand why this hero behaves in this way in adulthood. In their native Oblomovka, everyone did nothing but ate and lay, everything in their native estate breathed with serene laziness. Mother protected little Ilya, he grew like a delicate flower. So Ilya Oblomov grew up as an idle, completely unfit for life, a person who could not even dress on his own.
2. The significance of the childhood period in the formation of a person's personality is shown in "Dead Souls" N.V. Gogol... Throughout the entire work, the reader gradually recognizes Pavel Ivanovich Chichikov. And the description of the hero's childhood and adolescence becomes a kind of completion of the disclosure of the image. The father teaches the boy to take care of a penny, to please the bosses. Young Paul listens to his father and puts his orders into practice. Chichikov, deprived of many benefits in childhood, seeks by all means to make up for lost time and get everything from life. It is in the character's childhood that we find the roots of his adventurous nature.

The problem of fathers and children

1. The novel I.S. Turgenev "Fathers and Sons"... Arkady Kirsanov and Yevgeny Bazarov represent the camp of "children", in contrast to them are the Kirsanov brothers (Nikolai and Pavel), who represent the camp of "fathers". Bazarov carries within himself the new sentiments of young people, nihilism. And the old people, especially Pavel Petrovich Kirsanov, do not understand the ideas of denial. The main problem is that the characters don't want to understand each other. And this is the main conflict of generations: the inability and unwillingness to accept and hear each other.
2. The theme of intergenerational relations in the drama is tragically revealed A.N. Ostrovsky's "Thunderstorm". The boar has long subdued everyone in her house to her will, she does not even know that her children are suffering. Daughter Varvara long ago learned to lie and hypocrite, she adapted to life in the house of Kabanikha. Tikhon wants to escape from the house, where his mother runs everything. There is no understanding or respect between mother and children. They are in different opposing camps, only the struggle of the "children" does not come to the surface. Barbara's rebellion in her double life: she says one thing to her mother, thinks and does another. Tikhon decides to say his word after Katerina's suicide, and until that moment he will strive out of the house that suffocates him. The conflict between "fathers" and "children" leads to suffering on both sides.

Family problem

1. M.E. Saltykov-Shchedrin in his novel "Lord Golovlevs" vividly showed how the specificity of upbringing within the family is reflected in the future life of already matured children. Arina Petrovna Golovleva is a mother, she divides children into hateful and pets, gives them nicknames, which eventually supplant their names. Children live from hand to mouth, although the estate is quite rich. None of the children of Arina Petrovna grew up in such conditions in a decent person: Stepan, the eldest son, squandered his fortune and returned to Golovlyovo at the age of forty, daughter Anna fled with a hussar, who soon disappeared, leaving the girl with two children, Pavel drinks, Porfiry (Judas) grows up to be a cruel, petty person. Nobody became happy because there was no happiness and love since childhood.
2. French writer Francois Mauriac in the story "The Monkey" shows how cruel family relationships can affect the life and worldview of a child. The heroine hates her husband, this feeling she passes on to the child because of her unfulfilled hopes. Little Guillou, whom his mother calls "Monkey", grows up in an atmosphere of constant scandals, hysterics, cruelty. He understands that he is interfering with his mother, he is not needed here. And the child commits suicide. In the family of the aristocratic family, de Sernet did not take care of the boy, he was a "bone of contention", the cause of conflicts, and therefore the ending of the story is so tragic.

Right and wrong parenting

1. L.N. Tolstoy in his epic novel "War and Peace" draws several families. The Rostov family can be considered one of the exemplary ones. Rostov's mother brings up feelings of goodness and justice in children. They grow up to be decent people, ready for feat, self-sacrifice. In the Kuragin family, absolutely different values ​​were invested in the upbringing of offspring, therefore both Helen and Anatole are immoral inhabitants of the high society. So, Helene marries Pierre just for the sake of his money. Thus, the kind of people they grow up depends on what values ​​are invested in the upbringing of children.
2. In the novel "The Captain's Daughter" A.S. Pushkin father bequeaths to his son Peter Grinev to preserve honor from his youth. These words become a guideline for Peter. He checks his every step according to this main commandment of his father. That is why he gives a hare sheepskin coat to a stranger, does not kneel before Pugachev, remaining true to himself to the end, for which the rebel respects Grinev, leaving him alive. So, thanks to the correct upbringing, the hero was able to remain a highly moral and decent person during the terrible peasant revolt.

The problem of parental responsibility for the fate of children

1. DI. Fonvizin in the comedy "The Minor" showed how the parents themselves bring up stupid, ignorant, spoiled children on their estates. Mitrofanushka is used to the fact that everything in this life revolves around him: the caftan is the best, and the teachers were chosen so as not to tire the child, and the bride, whatever you wish. Mrs. Prostakova understands the mistake of her upbringing only at the end of the work, when her dear Mitrofanushka says to her: "Let go, mother, how imposed ...".

The problem of education in literature has often been touched upon by various writers, because this problem is one of the most important. It is upbringing and education that can be called the real foundation in the life and fate of every person, therefore, correct upbringing and the atmosphere in which a person will grow up is very important. Only a favorable family atmosphere will allow you to set goals correctly, prioritize and build your happiness.

Both without upbringing and without education, a person will not be able to achieve their goals and will not be able to self-actualize. For these reasons, the problem of upbringing and education is relevant at all times. And in order to convey its importance, writers, using the examples of the heroes of their works, show what this can lead to. Let's talk about the problem of education, citing arguments from the literature for the exam.

In what works the problem of upbringing and education is posed

If we talk about the role of childhood in the formation of personality, then the work of Oblomov can be a good example. Here we see how destructive excessive love for a child can be when the mother begins to protect him, cherishing him like a flower. Ilya Oblomov was forbidden even to dress on his own, the servants did everything for him. As a result, when he grew up, he was unable to build a happy life. Because everything also continued to lie on the couch and wait for someone to do everything for him.

It is very important that the family has a good relationship between children and parents. Children should not have fear of their parents, and the relationship between them is based on trust. Parents need to hear their children as well as their parents' children. Otherwise, it will turn out, as in the work of Ostrovsky, where the mother subjugated everyone to her will. As a result, the daughter is constantly lying, and Tikhon hates the parental home. There is no respect and understanding between mother and children. But this should not be so, and Ostrovsky shows what such a relationship leads to.

The family is the place where the upbringing and education of children begins. And for everything to be safe, children should grow up in strong families, where love and friendship reign. Otherwise, everything can end very badly, as in the work of François Mauriac the Monkey. There, the child ends his life by suicide, considering himself unnecessary, unable to withstand the eternal atmosphere of cruelty and scandals around him.

Fonvizin in his work showed the mistakes of parents, who themselves raise their children as spoiled, ignorant and very stupid. But the realization of their wrong actions and wrong upbringing often comes belatedly. As in the case of Mrs. Prostakova, when in the end her own son abandons her. But in the work of Pushkin, the father sent his son to the service just in time, and not to Petersburg, but to Orenburg, giving parting words to preserve honor from a young age. This helps in the future the dumb Petrusha Grinev to turn into a real man.

A.S. Makarenko wrote that the entire education system should work under the motto of attention to a person, and we are talking not only about attention to his needs and desires, but also to his duty. Often, parents themselves are largely to blame for the fact that children grow up to be capricious, spoiled, selfish, little accustomed to work and irresponsible. Taking full care of the child until he comes of age and even later (and this applies even to such household trifles as heating up lunch, washing dishes, walking the dog, picking up younger children from kindergarten, etc.), parents isolate the child from difficulties life, justifying himself by the fact that, they say, the child will grow up and still work, and he will have more than enough responsibility. But adults forget that a big responsibility grows out of a small one, there is no other way, otherwise the child may simply not be able to stand it. The same applies to the endless indulgence of children in their whims: today I want that, tomorrow that. A similar situation was described very well by Sergei Mikhalkov in his poem "About mimosa", in which the boy Vitya is so spoiled by his parents that the poet compares him to a delicate mimosa flower. It is not uncommon for parents to even forget about their own dignity, allowing their children to yell at them and vent their anger.
An example from the story of A.I. Kuprin "White Poodle". Trying to earn at least something, the boy Seryozha and the old man Lodyzhkin walk around the Crimean estates and give small circus performances. They are accompanied everywhere by the poodle Artaud, a wonderful dog, also participating in the act. In one of the estates, very rich, beautiful, where they had a chance to perform, they met a boy who was struggling in hysterics, and neither his mother, nor the nannies, nor the doctor could calm him down. He was distracted only by the dog, skillfully fulfilling all the commands of the old man and the boy. And after the performance, the boy wanted to get a dog for himself ... The artists rejected the offer to sell the dog right away, and then the boy's family went on a crime - at night, when Lodyzhkin and Seryozha were sleeping, the janitor stole Artaud from the estate.
Wendy and Peter, the heroes of R. Bradbury's story "Veld", kill their own parents. The author sees the reasons for this unthinkable act in the upbringing of children who were overly spoiled, fulfilling all their whims.
Let us turn to the story of V.S. Tokareva "Nothing special." Her hero Ivan Korolkov, the father of a sixteen-year-old girl Oksana, realizes with great regret that her daughter is growing up selfish, because the opinion of her parents does not mean anything to her and she thinks primarily about her own interests. The father realizes that he missed a lot in raising his daughter, missed what should be laid in early childhood. These are the moral guidelines and spiritual values ​​on which a person later builds his whole life. And Oksana was too loved, pampered; as an only child, she was the light in the window for her parents. And now they have to reap the fruits that they have sown. And Korolkov is acutely aware that right now he is deeply responsible for his daughter and intends to correct past mistakes.
D.I. Fonvizina in "Nedoroslya" Mrs. Prostakova, just like Korolkov, realized too late that she had not put important truths in the head of her son Mitrofan: respect for elders, love for parents, the need for work and education. For her, it is much more important that the child eats well, sleeps and does not retrain. Therefore, Mitrofanushka at the age of 16 is stupid, deeply uneducated and rude. As soon as the mother falls into disgrace, the son immediately turns away from her.
Thus, all the most important qualities, such as kindness, compassion, responsibility, respect, helping elders and much, much more, should be formed in children from early childhood, otherwise a person may face many problems in adulthood.

The problem of education in fiction.

The problem of education was considered by writers in different ways, but everyone was very worried about in the context of their time. Works of fiction carefully preserve for us the foundations of folk, spiritual, moral and aesthetic education.

Already in the chronicle sources great attention is paid to the problems of upbringing. Having lived a glorious life, Vladimir Monomakh writes a lesson for his sons, in which he lists examples from his own life. He preaches the idea of ​​an active life in which the main thing is the welfare of the homeland. Teaches sons that it is necessary to show respect to elders, not to bow before nobility and wealth.

In the comedy of DI Fonvizin “The Minor » , written in 1782, representatives of the nobility, corrupted by the landlord power, enter the stage and show how spoiled the younger generation grows up in this environment. The topic of education has always occupied Fonvizin. He advocated the flourishing of enlightenment in Russia and believed that the nobles brought up in strict civil rules would be worthy leaders and guardians of the country's peasant population. And no one seriously engaged in the upbringing of young nobles. A nobleman, a future citizen of the country, who must do business but the good of the fatherland, is brought up from birth in an atmosphere of immorality, self-righteousness. Such a life and upbringing immediately took away from him (Mitrofan) the purpose and meaning of life. And the teachers will not be able to help him (this is a tribute to fashion on the part of Mrs. Prostakova); Mitrofan did not have any other desires but to eat, run around in the dovecote and get married. His whole life is predetermined by a barnyard, where people are perceived as pigs, and pigs - as part of a kind of cult worshiped by the owners.

AS Pushkin in the novel in verse “Eugene Onegin » showed that at that time (19c) in Russia it didn’t matter what the quality of education was, everything foreign was in vogue, while people from “high society“ shunned national culture ”(“ we have no salvation without the Germans, ”“ we all learned a little, what - somehow and somehow ") The first chapter of the novel is devoted to the problem of the formation of Onegin's character. The absence of a goal in life, the habits of work form a “superfluous person”, “an egoist against his will.” The upbringing received by Onegin was the most destructive. He grew up without a mother; the father, a frivolous St. Petersburg master-official, apparently did not pay any attention to him, entrusting him to hired "poor" tutors. They taught the boy almost nothing, did not raise him in any way and only slightly scolded him for his pranks. It is not surprising that a real egoist emerged from Onegin. The good inclinations of his soul, thanks to his upbringing and living environment, remained under a pood, did not receive development. But the hero twice tries to expand and replenish it throughout the novel. From Chapter 1 we learn that he read a lot. The second time he resumes reading in the last chapter of the novel, here Pushkin also lists some of the books that Onegin has read. We learn that these are not only fiction and semi-fiction books, but also philosophical, historical and medical books. Having met with Lensky, who was educated at the best university in Germany at that time, Onegin could argue with him on serious political, historical and philosophical issues as an equal with an equal. Such as Onegin felt uncomfortable in the then social environment, yearned, depressed, and therefore stood much higher the general level of the then noble youth. It is no coincidence that it is among the local nobility that Pushkin's "sweet ideal" appears - Tatyana Larina, in whose upbringing and education the traditions of high education and folk culture are combined. It is the local nobility that lives in close proximity to the people, and therefore the idea of ​​rebirth is probably laid in it.

Roman IA Goncharov "Oblomov" was published in 1847, and fully published in 1859. Its appearance coincided with the time of the most acute crisis of serfdom. The image of an apathetic landowner, incapable of activities, who grew up and was brought up in a patriarchal setting of a lordly estate, where the gentlemen lived serenely thanks to the labor of serfs, was relevant to his contemporaries.Ilya Ilyich Oblomov shows how the environment and upbringing disfigure the beautiful nature of a person, giving rise to laziness, apathy, lack of will. "Mind and will have long been paralyzed, and, it seems, irrevocably ...". The answer is given in the chapter "Oblomov's Dream." Labor was perceived as a punishment sent for sins. Oblomov did not need to work, because serfs and servants did everything. Years of study also did not bring up discipline of mind in Oblomov. Parents in every possible way saved their beloved child from the torment of learning.

In parallel with Oblomov, the fate of his school friend Andrei Stolz, the son of the estate manager, is traced. Stolz's father, with German pedantry and consistency, taught him to work, mental and physical, to responsibility for the completed lesson or assignment. Both Oblomov and Stolz graduated from Moscow University, both went to St. Petersburg to serve. But a year later, Ilya Ilyich retired: the service burdened him, demanded attention, perseverance. The active Stolz makes the Russian master Oblomov "worry", imposes his ideas on him. Stolz wants to awaken him from hibernation, but his efforts were in vain. Education played a negative role.

In L.N. Tolstoy's autobiographical trilogy "Childhood", "Adolescence", "Youth" the author shows how Nikolenka Irteniev comprehends the world of adults, tries to analyze his own and other people's actions. Having written the first part of the trilogy "Childhood" about the formation of human life, about the peculiarities of growing up a little boy from a noble family, along with various topics he revealed in the story the problem of upbringing. It is considered in conjunction with the main themes of the work: the theme of childhood, the formation of personality. autobiographical character, Little boy Nikolenka Irteniev, the son of a nobleman, receives a typical home education and upbringing for that time. Educational functions in the house are given not only to parents, but also to teachers specially hired to receive primary education for children: Mimi, Karl Ivanovich. The whole appearance of mother, which speaks of her genuine kindness and love for people, testifies to the warm atmosphere of mutual understanding that reigns in the house. This atmosphere was created by a caring hostess, who is the same with everyone, affectionate and welcoming. A smile gives a special charm to the woman's face of mother, which warms everyone in the house with warmth. "When mother smiled, no matter how good her face was, it became incomparably better, and everything around seemed cheerful." The father, a typical representative of the nobility of the 19th century, in raising children was, of necessity, strict, balanced, cared about their education. Possessing pride, originality, secularity, he strove to bring up the same in his sons. Other people with whom the children lived and communicated also contributed to the formation of the personalities of the children. Demanding, the ability to highlight the most important thing in human relations distinguished Karl Ivanovich, a home teacher. That is why an episode connected with one of the calligraphy lessons has survived in the memory of Nikolenka Irteniev, when, after a conversation with the boys' father, Karl Ivanovich dictated the phrase that the most serious of vices is ingratitude. Housekeeper Natalya Savishna brought up children with her attitude to people, disinterested love and self-sacrifice. She radiated goodness, warmth.

Thus, the problem of upbringing posed in Leo Tolstoy's story "Childhood" was solved by the writer in different ways: through the characterization of the heroes, their actions, the analysis of relationships between people in the house where the children grew up, through the description of any everyday situations.

M. Bulgakov "Heart of a Dog"

The revolution with its focus on educating a person of the communist formation and the Civil War as a decisive phase of the revolutionary renewal of the country, in Bulgakov, who had a medical education and sufficient practice as a treating doctor, could appear in the form of a global surgical operation to artificially transform humanity, the fruits of which he is free to accept, or not accept. So the problem of educating a new person arises in the story "Heart of a Dog." Sharikov is brought up by Preobrazhensky and Shvonder. In the process of upbringing, a conflict arises between the highly educated intellectual of Professor Preobrazhensky and the representative of the new life Shvonder. The absurdity of the wretched views of the new government is clearly formulated in Preobrazhensky's monologue, which summarizes the basic principles of the socialist way of life: "To eat in the bedroom ... read in the examination room, dress in the waiting room ..." Shvonder strives to immediately transform Sharikov, with his dog-like habits and habits, into a conscious builder of socialism. He stuffs it with slogans, gives Engels to read it. And this is all for yesterday's Sharik. And Shvonder's upbringing turned out to be much more effective than the naive desire of the professor and his assistant to somehow ennoble the monster they had created.We understand that Bulgakov's sympathies are on the side of Preobrazhensky, but the belief that dark instincts in people's lives can be eliminated either with the help of science , or with the help of the collective effort of the collective - the writer does not have this faith.

VP Astafiev "A horse with a pink mane". In the difficult pre-war years of the Siberian village. The formation of the hero's personality under the influence of the kindness of his grandmother and grandfather.

VG Rasputin "French lessons". Formation of personality in difficult war years. The role of the teacher, her spiritual generosity in the boy's life. Thirst for knowledge, moral fortitude, self-esteem.

Fazil Iskander "13 feat of Hercules". The influence of the teacher on the formation of children's character.

Tyrian Karina

The problem of upbringing has worried mankind for more than one millennium, the best minds of antiquity, the Middle Ages, the Renaissance tried to solve it. In recent centuries, this problem has attracted particular attention of philosophers, psychologists, writers, and public figures. And in the third millennium it remains relevant.

The researcher comes to the conclusion that the progressive people of the 18th century believed that the purpose of literature is to influence the human mind to correct vices and educate virtues. Thus, the image of a person doing good was created, an ideal that everyone living in this world should strive for. But different writers covered this problem in different ways, since they had their own literary preferences, as well as an individual view of the laws, principles of construction and the result of the educational process,

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ADMINISTRATION OF THE CITY OF NIZHNY NOVGOROD

Department of Education

municipal autonomous educational institution

Lyceum №36

Research work on literature

"The theme of education in foreign literature of the 18th century"

Completed: student of grade 8b

Tirskaya Karina Yurievna

Head: Elena Vlasova, teacher of Russian language and literature

Nizhny Novgorod

2015

Introduction ………………………………………………………… .. 2

CHAPTER 1 18th century - the Age of Enlightenment ………………………… 4

1. What is the Age of Enlightenment? ……………………4
2. The Age of Enlightenment in Literature ………………… 5

CHAPTER 2 The theme of upbringing in the work of Jean-Jacques Rousseau "Emile or about upbringing" ………………………………………… 7

1. About Jean-Jacques Rousseau ………………………………… .7
2. Genre selection ……………………………………… ..7
3. Why is the treatise called "Emil?" …………….eight
4. Russo's upbringing program …………………… .... 8

CHAPTER 3 Philip Chesterfield "Letters to the Son" …………………

1. About Philip Chesterfield ……………………………….
2. Epistolary genre ………………………………… ..
3. Raising a gentleman ………………… ..

CHAPTER 4 The topic of education in the comedy of D. I. Fonvizin "The Minor"

Conclusions …………………………………………………………

Introduction

I want to start my work by answering the question: what attracted me to this topic? I've always wondered how people used to live? What kind of relationship did they have, how the upbringing process took place, what was expected from the younger generation.

The problem of upbringing has worried mankind for more than one millennium, the best minds of antiquity, the Middle Ages, the Renaissance tried to solve it. In recent centuries, this problem has attracted particular attention of philosophers, psychologists, writers, and public figures. And in the third millennium it remains relevant.

After studying the comedy of Denis Ivanovich Fonvizin, I decided to find out what foreign authors thought about education in the 18th century. Was the idea of ​​a Russian person about good breeding different from ...

From additional sources that I used to prepare for the lessons, I learned that the advanced people of the 18th century believed: the purpose of literature is to influence the human mind to correct vices and educate virtue. Of course, the conflict between feelings, emotions and reason, the duty to the state was always resolved in favor of the latter. Thus, the image of a person doing good was created, an ideal that everyone living in this world should strive for.

Different writers covered this problem in different ways, since they had their own literary preferences, as well as an individual view of the laws, principles of construction and the result of the educational process,

Objectives of the work:

1. Analyze the peculiarities of the disclosure of the topic of education in the era of enlightenment by writers in France (on the example of the treatise by Jean Jacques Rousseau) and England (Chesterfield "Letters to the Son").
2. Find out what is the essence of education, according to Russo and Chesterfield.
3. Identify the similarities and differences in their approaches to this topic.

To achieve these goals, I set the following tasks: to compare the opinions of Russo and Chesterfield on the issues of education in foreign literature; compare them with a work of Russian literature (on the example of the comedy "Minor" by Denis Ivanovich Fonvizin)

In accordance with the set goals and objectives, the work consists of an introduction, three chapters and conclusions.

CHAPTER 1

18th century - the Age of Enlightenment

What is the Age of Enlightenment?

The Age of Enlightenment is a key era in the history of European culture associated with the development of scientific, philosophical and social thought. This intellectual movement was based on rationalism and free-thinking.

Started in England under the influence of the Scientific RevolutionXVII century, this movement spread to France, Germany, Russia and other European countries. Especially influential were the French enlighteners, who became the "masters of thoughts."

In the era of the Enlightenment, there was a rejection of the religious understanding of the world and an appeal to reason as the only criterion for the knowledge of man and society. For the first time in history, the question of the practical use of scientific achievements in the interests of social development was raised.

Scientists of a new type strove to disseminate knowledge, to popularize it. Knowledge should no longer be the exclusive possession of some initiated and privileged people, but should be available to all and be of practical use. It becomes the subject of public communication, public discussions, in which even those who were previously deprived of the opportunity to study - women - could now take part.

Latin has ceased to be a scientific language. In its place comes the French language. Ordinary literature, unscientific, was written in national languages. The main striving of the era was to find, through the activity of the human mind, the natural principles of human life (natural religion, natural law, natural order, etc.).

A characteristic enlightening idea is the denial of all divine revelation. 1 especially Christianity, which is considered the primary source of errors and superstitions. As a result, the choice fell on deism 2 as a natural religion identified with morality.

Common European significance in the 18th century received French educational literature in the person of Voltaire, Montesquieu, Rousseau, Diderot, and other writers. Their common feature is the dominance of rationalism, which has directed its criticism in France to questions of a political and social nature. Under the influence of the ideas of enlightenment, reforms were undertaken that were supposed to rebuild the entire social life (enlightened absolutism).

The Age of Enlightenment in Literature

New ideas that developed in the works of thinkers of the 18th century. - philosophers, historians, natural scientists, economists - eagerly absorbed by the era, received further life in literature. The significance of literature - a "tool of enlightenment" - has grown enormously compared to other eras. Interest in the everyday life of the third estate did not fit into the rigid framework of the style.

It was then that the question began to be discussed: does not a cultured society contain more dangers than an uncivilized one?

Literature for the first time raised the question of the price of progress.

The whole group of ideas and dreams of a better natural order received artistic expression in the famous novel by Daniel Defoe (1660-1731) "Robinson Crusoe". The general orientation of his political and literary activity gives every reason to call Defoe an enlightener. The popularity of the book about Robinson has long outlived the circle of ideas that gave birth to it. This is nothing more than the story of an isolated person, left to the educational and corrective work of nature, a return to the natural state.

The main artistic language of the Enlightenment was classicism, inherited from the 17th century. This style corresponded to the rationalistic nature of educational thinking and its high moral principles. They glorified the power of the human mind. Anything that did not meet the principle of rationality, that did not contribute to the well-being of the people, was condemned.

Major writers' names: Defoe, Lessing, Stern, Rousseau, Beaumarchais, Schiller, Sumarokov, Fonvizin, Krylov, Derzhavin, etc.

Sentimentalism is a mentality in Western European and Russian culture and a corresponding literary trend in the 18th and early 19th centuries. The dominant of "human nature" sentimentalism declared feeling, not reason, which distinguished it from classicism. He believed that the condition for the formation of an ideal personality was not a "reasonable" reorganization of the world, but the release and improvement of "natural" feelings. By origin (or by conviction) the sentimental hero is a democrat; the rich spiritual world of the commoner is one of the main discoveries and conquests of sentimentalism.

The most prominent representatives of sentimentalism are James Thomson, Philip Chesterfield (England), Jean-Jacques Rousseau (France), Nikolai Karamzin (Russia). Thus, in the literature of the 18th century, there were two trends: classicism and sentimentalism. The ideal of classicist writers is a citizen and a patriot, striving to work for the good of the fatherland. He must become an active creative person, fight against social vices, with all manifestations of "evil and tyranny." Such a person needs to submit his feelings to duty. Sentimentalists subordinated everything to feelings, all sorts of shades of mood. The language of their works becomes emphatically emotional.

CHAPTER 2

The theme of education in the work of Jean-Jacques Rousseau "Emile or education

About Jean-Jacques Rousseau

Jean-Jacques was born on June 28, 1712 in Geneva. Due to material shortage, he married, but was not happy in marriage. Having received the Dijon Academy Award 3 in 1749, he began to work fruitfully, compose music, rewrite notes. He changed his behavior, moving away from society, settled separately from his wife. Then Rousseau wrote works: "New Eloise" (published in 1761), "Emile or on education" (1862), "Social contract" (1762).

For the philosophy of "Emile" was condemned by the Paris Parliament, but fled to Switzerland. From there he moved again due to the condemnation of his works.After returning to Geneva, relations between Rousseau and Voltaire worsened due to the new work of Rousseau, "Letter of Spectacles." In the biography of Jean-Jacques Rousseau, a period of flight began again: this time he took refuge in England. Later, returning to France, he was in a serious mental state. Rousseau died on July 2, 1778.

Genre selection

A treatise is one of the literary forms corresponding to a scientific essay containing a discussion of a question in the form of reasoning, which aims to present a principled approach to the subject. This genre was addressed by Voltaire ("Treatise on religious tolerance" (1763)), Montesquieu (treatise "On the Spirit of Laws" (1748)), Lessing ( treatise "In Defense of the Touching Comedy" (1751)) and others.

Why is the treatise called "Emil"?

Why did Rousseau call the book "Emile"? Emil is a fictional character, Rousseau's adopted son. Emil serves as an example of an ideal child, and on his example, ideal ways of upbringing are considered.

The treatise is called "Emil, or a treatise on education", as the author gives, using the example of Emil's education, how a child of the eighteenth century should have been brought up. Although the author himself had 5 children, all of them were sent to an orphanage. Rousseau justified himself by the fact that he did not have the means to feed them, that they would not allow him to study calmly. And that he prefers to make them peasants rather than adventurers like himself.

Russo's parenting program

In Emile, Rousseau outlines an entire program, which he calls "negative parenting," which he is convinced will end the worship of false gods. The mentor (it is clear that this is an ideal portrait of Rousseau himself) brings up Emile in seclusion, so that harmful concepts do not take root in him, and teaches him according to a method that ensures the development of the abilities inherent in him.

In his treatise, Rousseau declares the following principles of education.

So, he believes that the child is influenced by three factors of upbringing: nature, people and society. Each of the factors plays a role: nature develops abilities and feelings; people are taught how to use them; objects and phenomena enrich the experience. Together, they ensure the natural development of the child. The task of the educator is to generalize the effect of these factors. Jean-Jacques believed that the best upbringing was primarily the independent accumulation of life experience. A sufficient supply of such experience could have been acquired by the age of twenty-five. It is at this age of maturity that a person, as a free person, can become a full member of society. The great humanist advocated the transformation of education into an active, optimistic process, when a child lives in joy, independently feeling, listening, observing the world, spiritually enriching, satisfying the thirst for knowledge.

Contact with nature was supposed to physically strengthen the child, teach him how to use the senses, and ensure free development. Following the child's nature, it is necessary to abandon the restrictions established by the will of the educator, to wean one from blind obedience, to follow the immutable laws of nature. Then there is no need for artificial punishments - they are replaced by the natural consequences of wrong actions. A weak and helpless child should be taken care of by a mentor. Natural education should be a life-giving process that takes into account the inclinations and needs of the child, but does not lose sight of the need to prepare for social responsibilities. The internal motivation for this process is the child's desire for self-improvement.

In the tasks of upbringing, Jean-Jacques Rousseau included the development of the sensory system as the foundation for the formation of personality. He believed that the material prerequisite for thinking is feelings that need constant improvement from early childhood. He assigned a special place to physical education as one of the means of harmonizing human relations with nature and the social environment, overcoming harmful inclinations, forming moral purity, and improving the whole organism. The methodology and recommendations for physical education were designed for the child's living conditions in an environment close to nature and manual labor. If in intellectual, moral education Jean-Jacques Rousseau suggested not to rush, then in physical education he was ready to expose the pupil even to a certain risk. Rousseau put before natural education the tasks of the civil formation of a person. They were offered a whole program of relevant pedagogical activities. Manual labor was proclaimed the most important means of education. The writer was convinced that a person can ensure his independence by his own labor. That is why labor occupies such an important place and turns out to be the goal of education in Rousseau's pedagogical system.

He developed a coherent program for the formation of personality, providing for mental, physical, moral, labor education. It turned out to be truly revolutionary for its time. Rousseau's ideas about respect for the child, upbringing at work were further developed in modern pedagogy.

In his treatise, Rousseau directly encourages the reader to do, or not to do certain actions:

"Emil" does not deal with politics, but this book is indispensable for understanding Rousseau's political theory: Emile is a person called upon to exist in a properly organized society, described by Rousseau in the Social Contract. There is neither the glorification of individualism, nor the exaltation of collectivism in this treatise. His main idea is that a person should have independence, establishing laws that correspond to his aspirations.

CHAPTER 3

Philip Chesterfield "Letters to Son"

About Philip Chesterfield

Chesterfield Philip Dormer Stanhope - English statesman and writer, was born in London on September 22, 1694. In 1726 he inherited the earldom. Chesterfield owes his reputation as a literary man to posthumously printed letters addressed to his illegitimate son Philip Stanhope (1737 to 1768), and then to Chesterfield's godson and heir, also named Philip Stanhope (1761 to 1770). Chesterfield died.March 24 1773 year .

"Letters to a Son" was written from 1739 to 1768 almost daily and were addressed to his illegitimate son Philip Stanhope, who was born in 1732 and raised by his mother away from his father, whom he rarely saw. However, the father took upon himself the material concerns of raising his son, he himself found the best teachers for him. In total, over 420 letters have come down to us, ranging from the earliest, addressed to an eight-year-old boy, and ending with those written a few days before the death of a thirty-six-year-old diplomat.

« Letters to Son ”was not conceived by Chesterfield as a full-fledged work of art. But they began to be perceived as such soon after they saw the light of day. The widow of her son, Eugenia Stanhope, was apparently the first to understand the historical value of the letters. Despite many difficulties, she published these letters in 1774

Epistolary genre

The genre of this work is defined as epistolary... Epistolary genre is a literary genre in which the form “letters " or " messages "(Epistol). The genre has become very popular in literatureXVIII century , especially in the work of writers-sentimentalists ... The popularity of the genre was fueled by the success of the novelsSamuel Richardson (« Pamela, or Rewarded Virtue »), Charles Louis de Montesquieu (« Persian letters »), Choderlos de Laclos (« Dangerous ties ") other.

Parental letters to their son are one of the most widespread genres in the world of pedagogical literature. And in Byzantium, and in Western Europe, and in Ancient Russia, this genre was often used to expound moral rules, since they saw in it one of the means to give these rules an impressiveness and a kind of unquestioning paternal instruction. The example for many early similar works were the instructions to the son in the so-called "Proverbs of Solomon", "Teachings from father to son", "Teaching of Vladimir Monomakh".

Raising a gentleman

It can be said that Chesterfield himself was consistent in the implementation of his pedagogical task. He really built a model for raising the ideal gentleman. Like most aristocratic families, Chesterfield prepared his son for two fields - parliament and diplomacy. But he set before him a more important task, which in one way or another sounds in every letter - the education of "a real gentleman, a secular person, a courtier." and know how to properly apply these means, otherwise all efforts will be in vain and untenable. In both cases, knowledge is a beginning and a source, but this is by no means all. This knowledge must be decorated, it must have luster, or it will most likely be mistaken not for gold, but for lead. I have already written to you so much about good upbringing, courtesy, courteous manners, etc. "*.

Chesterfield very clearly defined the main tasks that should be solved in the process of educating a future gentleman, instructing his son: “First, you have to fulfill your duty to God and people - without this everything, no matter what you do, loses its meaning; secondly, to acquire great knowledge, without which they will treat you with great contempt, even if you are a very decent person; and, finally, to be perfectly educated, without which, with all your decency and learning, you will be not only an unpleasant person, but simply unbearable. ”*

Starting his correspondence, Chesterfield, of course, recalled his own adolescent years and, apparently, tried to avoid the shortcomings of the educational system of that time, experienced by him. But the tradition was too strong, and Chesterfield unwittingly made the same mistakes. Gradually, the letters become more sincere, more intimate, relate to more personal things, tastes or behavior; sometimes they achieve real lyrical inspiration and concern, especially since the familiar appeal of the letters of the first years "My dear boy" is replaced by another: "Dear friend":

• "My dear boy, thank you for worrying about my health ..."
• "My dear boy. The first thing I used my freedom for was a trip here ... "
• "Dear friend. The walls of your modest house must have been completed by now ... "
• "Dear friend. Since this letter is the last or the penultimate one before our meeting, it should prepare you a little ... "*

The advice and instructions that Chesterfield from that time gave to the young man became more and more serious, persistent and lengthy; they sometimes touched as if trifles, particulars that were not worth discussing, as if they were written by a father only in order to create the illusion of a real and lively conversation with his son, who was overseas, in Germany or France. At times, however, this conversation was devoted to somewhat free and dangerous, albeit just as unconstrainedly stated, advice on how a young man should behave in society, and from letters of this kind one might even get the impression that the father taught his son things that contradict not only pedagogical norms but also elementary ethics.

There is nothing in the letters that would oppose the educational worldview - the ideals of goodness, justice and virtue; on the contrary, they are always in the foreground and everywhere receive sincere protection and eloquent glorification.

Despite the huge number of letters, Chesterfield's son turned out to be immune to the most cherished of his instructions: he led his own life, creating it not according to his father's advice, but according to his own motives and passions, hiding and never admitting that he was very far from everything what his father dreamed of for him. They led a completely separate existence; their interests did not coincide; as if the father was writing into empty space, creating for himself an artificial imaginary image of his son, which bears little resemblance to the actual addressee of the letters.

CHAPTER 4

The theme of education in the work of Fonvizin

Comedy Is a dramatic genre of literature, in the center of which is a comic funny event. Comedy opposes tragedy in the sense that tragedy is a high genre of literature, and comedy, on the contrary,a belittled, simplistic genre. Comedy, like tragedy, arose from ancient ritual acts in which the participants in the rite playedcertain situations, entering into dialogue with each other. The genre of comedy was often used by Griboyedov (Woe from Wit (1824)), Gogol (The Inspector General (1836)), Sumarokov (The Guardian (1768)) and others.

The famous play by Denis Ivanovich Fonvizin became the pinnacle of 18th century drama. The "Nedorosl" presents such topical problems of that time as the cruelty of serfdom and the customs of the court society. But, perhaps, the most important problems are the upbringing and education of the future generation. This, of course, is the contemporaneity of the sound of the work. The idea of ​​educating an enlightened nobleman at the time of Fonvizin was not new. Peter I, Lomonosov, Catherine and other great people of the eighteenth century spoke about the need for education in Russia.

The system of upbringing and education, adopted in Russian noble families in the 18th-19th centuries, was in many ways imperfect, vicious, disfiguring young minds and hearts, destroying destinies. Young people developed such qualities as laziness, passivity, infantilism, inability to realize their own dreams, and at the same time - arrogance, a sense of superiority in relation to others. These qualities largely contributed to the failure of people in life, the fatal inevitability of an unhappy fate.

Fonvizin understands that education alone is not enough. “Science in a depraved person is a fierce weapon to do evil,” says Starodum. "Enlightenment elevates one virtuous soul." First you need to cultivate virtue, take care of the soul, and only then - about the mind. D. I. Fonvizin raises the question of the education of young people broadly. The upbringing of a nobleman for him is, first of all, upbringing of a citizen. The playwright believes that the problem of upbringing is of great state importance, because only in correct upbringing is the source of salvation from the evil that threatens society.

conclusions

1 . Jean-Jacques Rousseau refers to the popular genre of the treatise in his time, since considers this genre to be a necessary form for expressing his views on education. The author directly, freely expresses his thoughts. The manner of presentation is characterized by edifying and categorical.

Chesterfield talks about education in the epistolary genre. This is a more intimate, more lyrical form of expression. Addressing the reader (initially to his son), in a mild form, he does not lecture, but gives advice, tells about himself, explains how to act in a particular life situation.

2. From the point of view of Rousseau, a well-mannered person is, first of all, a person who is independent in his views, who first of all thinks about himself, and then about others. This is a person for whom goals in life, principles, rules of behavior are clearly defined. Despite the opinion of others, he is free to do exactly as he sees fit. But still, this is a person who respects the opinion of his elders, his family, honoring its traditions. Education should be joyful, punishment is unacceptable. Unlike his contemporaries, in particular, Chesterfield and Fonvizin, Rousseau considers physical education one of the main aspects of the educational system, and proclaims work the most important means of education.

According to Chesterfield, a well-mannered person, above all a gentleman: intelligent, educated, able to behave in society. Chesterfield is convinced that, first of all, a child should be seen as a friend, not a pupil.

3. In the comedy "Minor" Starodum expresses the main views on correct upbringing. Fonvizin himself speaks through him: the upbringing of a nobleman is the upbringing, first of all, of a citizen.

The difference between foreign and Russian literature also lies in the fact that abroad authors could not hide their emotions and express their views openly, without hiding behind sarcasm and satire, as Fonvizin does in his comedy "The Minor".

Despite significant differences in the coverage of the topic of education abroad and in Russia, some common features should be noted. Namely:

at all times and in all countries it was important to cultivate in a person a respectful attitude towards elders, loyalty to moral principles, and most importantly, the upbringing of a person was supposed to contribute to his development, and, as a consequence, the development of society.