Tirskaya Karina

The problem of education has troubled humanity for more than a millennium; the best minds of antiquity, the Middle Ages, and the Renaissance tried to solve it. In recent centuries, this problem has attracted special attention from philosophers, psychologists, writers, and public figures. And in the third millennium it remains relevant.

The researcher comes to the conclusion that advanced people of the 18th century believed that the purpose of literature was to influence the human mind to correct vices and cultivate virtue. Thus, the image of a person doing good was created, an ideal to which everyone living in this world should strive. But different writers covered this problem in different ways, since they had their own literary preferences, as well as an individual view of the patterns, 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 No. 36

Literature Research Paper

“The theme of education in foreign literature of the 18th century”

Completed by: 8b grade student

Tirskaya Karina Yurievna

Head: Elena Vyacheslavovna 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 education in the work of Jean-Jacques Rousseau “Emile or on education” ………………………………………………………7

1. About Jean-Jacques Rousseau………………………………….7
2. Choosing a genre………………………………………………………..7
3. Why is the treatise called “Emil?” …………….8
4. Rousseau's education program……………………....8

CHAPTER 3 Philip Chesterfield “Letters to a Son”…………………

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

CHAPTER 4 The theme of education in D. I. Fonvizin’s comedy “Minor”

Conclusions …………………………………………………………

Introduction

I want to start my work by answering the question: what attracted me to this topic? I have always been interested in how people lived before? What kind of relationship did they have, how did the process of upbringing take place, what was expected from the younger generation.

The problem of education has troubled humanity for more than a millennium; the best minds of antiquity, the Middle Ages, and the Renaissance tried to solve it. In recent centuries, this problem has attracted special attention from 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 Russian person’s idea of ​​good manners different from...

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

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

Goals of work:

1. To analyze the features of the disclosure of the topic of education in the era of enlightenment by writers from France (using the example of the treatise by Jean-Jacques Rousseau) and England (Chesterfield “Letters to his Son”).
2. Find out what the essence of education is, according to Rousseau and Chesterfield.
3. Identify similarities and differences in their approaches to the topic.

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

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

CHAPTER 1

18th century – 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 freethinking.

Starting in England under the influence of the scientific revolutionXVII century, this movement spread to France, Germany, Russia and covered other European countries. The French enlighteners were especially influential, becoming “masters of thought.”

During the Enlightenment, there was a rejection of the religious worldview and an appeal to reason as the only criterion for 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 sought to disseminate knowledge and popularize it. Knowledge should no longer be the exclusive possession of a few initiated and privileged, but should be accessible to all and 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, non-scientific, was written in national languages. The main desire of the era was to find natural principles through the activity of the human mind. human life(natural religion, natural law, natural order, etc.).

A characteristic educational idea is the denial of all divine revelation 1 , this especially affected 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.

Pan-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 directed its criticism in France to issues of a political and social nature. Under the influence of the ideas of enlightenment, reforms were undertaken that were supposed to rebuild all public life (enlightened absolutism).

The Age of Enlightenment in Literature

New ideas developed in the works of thinkers of the 18th century. - philosophers, historians, naturalists, economists - were greedily absorbed by the era and received further life in literature. The importance 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 within the rigid boundaries of style.

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

Literature first raised the question of the price of progress.

The whole group of ideas and dreams about a better natural order received artistic expression in the famous novel by Daniel Defoe (1660-1731) “Robinson Crusoe”. The general direction of his political and literary activities gives every reason to call Defoe an educator. 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 individual, 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 Enlightenment thinking and its high moral principles. They glorified the power of the human mind. Everything that did not correspond to the principle of rationality, that did not contribute to the well-being of the people, was condemned.

Major literary 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 movement in the 18th and early 19th centuries. Sentimentalism declared feeling, not reason, to be the dominant of “human nature,” 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 sentimentalist hero is a democrat; the rich spiritual world of the common people 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 movements: classicism and sentimentalism. The ideal of classic writers is a citizen and patriot who strives to work for the good of the fatherland. He must become an active creative person, fight against social vices, against all manifestations of “evil morality and tyranny.” Such a person needs to subordinate his feelings to duty. Sentimentalists subordinated everything to feelings, to 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 on education”

About Jean-Jacques Rousseau

Jean-Jacques was born on June 28, 1712 in Geneva. Due to material lack, he got married, but was not happy in his marriage. Receiving the Dijon Academy Prize 3 in 1749, he began to work fruitfully, composing music, transcribing notes. He changed his behavior, moving away from society and living separately from his wife. Then Rousseau wrote the following works: “The New Heloise” (published in 1761), “Emile or on Education” (1862), “The Social Contract” (1762).

He was condemned by the Parisian Parliament for his philosophy of "Emile", but fled to Switzerland. He moved from there again due to the condemnation of his works.After returning to Geneva, relations between Rousseau and Voltaire became strained due to Rousseau’s new work, “Letter on 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 serious mental state. Rousseau died on July 2, 1778.

Selecting a genre

A treatise is one of the literary forms corresponding to a scientific essay containing a discussion of any issue in the form of an argument, aiming to present a fundamental approach to the subject. Voltaire turned to this genre ("Treatise on Tolerance" (1763)), Montesquieu (treatise "On the Spirit of Laws" (1748)), Lessing ( treatise “In Defense of a Touching Comedy” (1751)) and others.

Why is the treatise called "Emil"?

Why did Rousseau call the book "Emile"? Emil is a fictional character, the adopted son of Rousseau. Emil serves as an example of an ideal child, and ideal methods of education are considered using his example.

The treatise is called “Emil, or a treatise on education,” since the author uses the example of Emil’s upbringing to show how a child of the eighteenth century should have been raised. Although the author himself had 5 children, who were all sent to an orphanage. Rousseau justified himself by saying that he did not have the means to feed them, that they would not allow him to study in peace. And that he prefers to make peasants out of them rather than adventurers like himself.

Rousseau's education program

In "Emile" Rousseau outlines a whole program, which he calls "negative education", which, he is convinced, will put an end to the worship of false gods. The mentor (it is clear that this is an ideal portrait of Rousseau himself) raises Emil in solitude so that harmful concepts are not instilled 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.

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

Contact with nature was supposed to physically strengthen the child, teach him to use his senses, and ensure free development. Following children's nature, it is necessary to abandon the restrictions established by the will of the educator, wean them from blind obedience, and follow immutable natural laws. 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 looked after 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 duties. The internal motivation of this process is the child’s desire for self-improvement.

In the tasks of education, Jean-Jacques Rousseau included the development of the system of sensory organs as the foundation for the formation of personality. He believed that the material prerequisite for thinking is feelings, which 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 tendencies, developing moral purity, and improving the whole organism. The methods 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 and moral education Jean-Jacques Rousseau suggested not to rush, then in physical education he was ready to expose the student to even a certain risk. Rousseau set before natural education the tasks of 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 through his own labor. That is why work occupies such an important place and turns out to be the goal of education in pedagogical system Rousseau.

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

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

"Emile" does not deal with politics, but this book is indispensable for understanding Rousseau's political theory: Emile is a man called to exist in a properly structured society, described by Rousseau in the Social Contract. There is no glorification of individualism or exaltation of collectivism in this treatise. His main idea is that a person must have independence, establishing laws that correspond to his aspirations.

CHAPTER 3

Philip Chesterfield "Letters to a 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 writer 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 diedMarch 24 1773 .

Letters to a Son were written almost daily from 1739 to 1768 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 saw very rarely. However, the father took upon himself the financial worries of raising his son and found him the best teachers. In total, over 420 letters have reached us, ranging from the earliest, addressed to an eight-year-old boy, to those written a few days before the death of a thirty-six-year-old diplomat.

« Letters to his Son" was not intended by Chesterfield as a full-fledged work of art. But they began to be perceived as such soon after they saw the light. The son's widow, 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 that uses the form "letters " or " messages "(epistol). The genre has become very popular in literature18th century , especially in the works of writers -sentimentalists . The popularity of the genre was facilitated by the success of the novelsSamuel Richardson (« Pamela, or Virtue Rewarded »), Charles Louis de Montesquieu (« Persian letters »), Choderlos de Laclos (« Dangerous ties ") and others.

Parental letters to their son are one of the most common genres in world pedagogical literature. And in Byzantium, and in Western Europe, and in Ancient Rus', this genre was often used to present moral rules, since they saw in it one of the means to give these rules impressiveness and a kind of indisputability of paternal instructions. The model for many early similar works was the instructions to the son in the so-called “Parables of Solomon”, “Teachings of the Father to the Son”, “Teachings 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 is heard in one way or another in every letter - the education of “a true gentleman, a socialite, a courtier.” He wrote: “A person must set a goal for himself, but he must also know by what means it is achieved, and be able to properly apply these means, otherwise all efforts will be futile and untenable. In both cases, knowledge is the beginning and the source, but this is by no means everything. This knowledge must be decorated, it must have shine, 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 must be solved in the process of raising a future gentleman, instructing his son: “First, you must fulfill your duty to God and people, - without this, everything you do loses its meaning; secondly, to acquire great knowledge, without which you will be treated with great contempt, even if you are a very decent person; and, finally, to be well-mannered, without which, despite all your decency and learning, you will be not only an unpleasant person, but simply unbearable.”*

Beginning his correspondence, Chesterfield, of course, recalled his own adolescence and, apparently, tried to avoid the shortcomings of the then educational system, which he experienced on himself. But the tradition was too strong, and Chesterfield unwittingly made the same mistakes. Gradually, the letters become sincere, more intimate, and concern more personal things, tastes or behavior; sometimes they achieve real lyrical inspiration and concern, especially since the usual address of the letters of the first years, “My dear boy,” is replaced by another: “Dear friend”:

• “My dear boy, thank you for being concerned 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 now be finally completed..."
• "Dear friend. Since this is the last or penultimate letter before our meeting, it should prepare you a little..."*

The advice and instructions that Chesterfield gave the young man from then on became more and more serious, persistent and extensive; they sometimes seemed to concern trifles, details that were not worth discussing, as if they were written by the 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, although equally naturally stated, advice on how a young man should behave in society, and from letters of this kind one could even get the impression that the father taught his son things that were contrary not only to pedagogical norms , but also elementary ethics.

There is nothing in the letters that opposes the Enlightenment worldview - the ideals of goodness, justice and virtue; on the contrary, they always stand in the foreground and everywhere receive sincere defense and eloquent glorification.

Despite the huge number of letters, Chesterfield's son turned out to be immune to his most cherished 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 works of Fonvizin

Comedy - This is a dramatic genre of literature, in the center of which there is a comic funny event. Comedy is opposed to tragedy in the sense that tragedy is a high genre of literature, and comedy, on the contrary,understated, simplified genre. Comedy, like tragedy, arose from ancient ritual acts, in which the ritual participants playedcertain situations, entering into dialogue with each other. The comedy genre was often used by Griboedov (“Woe from Wit” (1824)), Gogol (“The Inspector General” (1836)), Sumarokov (“Guardian” (1768)) and others.

The famous play by Denis Ivanovich Fonvizin became the pinnacle of 18th-century drama. “The Minor” presents such pressing problems of the time as the cruelty of serfdom and the morals of court society. But perhaps the most important problems are the upbringing and education of the future generation. This, of course, is the modernity of the sound of the work. The idea of ​​​​raising an enlightened nobleman during the time of Fonvizin was not new. Peter I, Lomonosov, Catherine and other great people of the eighteenth century spoke about the need for enlightenment in Russia.

The system of upbringing and education adopted by Russian noble families in the 18th-19th centuries was in many ways imperfect, vicious, disfiguring young minds and hearts, ruining 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 enlightenment alone is not enough. “Science in a corrupt 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 issue of youth education broadly. The education of a nobleman for him is the education, first of all, of a citizen. The playwright believes that the problem of education is of great national importance, because only in proper education is there a source of salvation from the evil that threatens society.

conclusions

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

Chesterfield talks about education in the epistolary genre. It is a more intimate, more lyrical form of expression. Addressing the reader (initially his son), in soft form, he does not teach, but gives advice, talks about himself, explains how to act in this or that life situation.

2. From Rousseau’s point of view, an educated 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, and rules of behavior are clearly defined. Despite the opinions of others, he is free to do exactly as he sees fit. But still, this is a person who respects the opinions of elders, his family, and honors its traditions. Education should bring joy, punishment is unacceptable. Unlike his contemporaries, in particular Chesterfield and Fonvizin, Rousseau considers physical education to be one of the main aspects of the educational system, and proclaims work to be the most important means of education.

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

3. In the comedy “The Minor,” Starodum expresses the main views on proper education. Fonvizin himself speaks through his lips: the education of a nobleman is the education, first of all, of a citizen.

The difference between foreign literature 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 instill in a person a respectful attitude towards elders, loyalty to moral principles, and most importantly, the upbringing of a person should contribute to his development, and, as a consequence, the development of society.

Text from the Unified State Examination

(1) We don’t need educated people. (2) Only educated people. (3) If you start with a sign, then it should reflect a different, more true essence of human development. (4) Not the Ministry of Education, but the Ministry of Health Education, harmonious personality. (5) We have already educated officials, builders of financial pyramids, unscrupulous politicians, criminals, it is time to understand that morality must be put at the forefront. (6) Since an immoral person is not really a person, because he lives by destroying society, that is, he is not a person at all. (7) Why do we need him like that? (8) And why do we need this system itself, which educates society for criminals? (9) It’s very difficult to talk about upbringing, the term with which I personally once and for all replace the term ‘education’. (10) Great is the responsibility towards this most important topic, the most important matter in the lives and activities of people. (11) If the teacher does not put into the student’s soul all the best that humanity has produced, there will be no person. (12) And what is the current attitude towards this matter, the most important for our future? (13) Based on expenditures from the country’s budget per student high school As a percentage of GDP, we rank second in the world. (14) Don't be happy. (15) Our second place is the place from the end. (16) And we only have the African country of Zimbabwe. (17) How has the world changed in response to such ‘care’? (18) Currently, 800,000 school-age children are illiterate, more than 3 million do not attend school..

(19) For the rest, a standard secondary, average education dumps a bunch of unnecessary, burdensome knowledge into the soul. (20) They do not cultivate each individual individually, like a bush, nurturing the strengths of the individual, gently eliminating shortcomings, but they cut all the bushes the same way - into a rectangle. (21) The most best time year - holidays, the best time at school is recess, the greatest joy at school - hurray, the teacher is sick. (22) Or - they didn’t ask me today. (23) Why? (24) Because the soul turns away from knowledge, because it is not fueled either by individual interest from the affinity of the soul with the subject being studied, or by the visible obvious suitability of this knowledge in the future. (25) A feeling of nausea appears in relation to this gray, average knowledge endlessly crammed into the head. (26) Feeling of protest. (27) Sometimes protest slips into behavior. (28) Unites students, opposing them to teachers. (29) The curiosity inherent in children at the beginning of their studies is killed. (30) Knowledge is burdensome because it does not enrich. (31) Then the growing teenager (I mean, spiritually, he is two meters tall) comes across cigarettes, beer, then other quick ways of getting pleasure, he slides into vicious, wrong habits, and they lead him through life to the end. (32) This person is already lost to knowledge. (33) He is no longer interested in knowledge. (34) They are a burden, the school hammered into him. (35) He does not strive to expand his knowledge, his horizons; drink, smoke, sex, dancing - these are the only sources of pleasure and satisfaction from the life he lives. (36) Forever. (37) Thirty years ago I heard the host of the program “The Obvious - the Incredible” say: (38) Most of the knowledge that school gives us is not needed by us at the institute. (39) Most of the knowledge that the institute gives us is not needed in life. (40) So, we seem to understand the problem, but nothing has changed since those years. (41) But this does not mean that nothing needs to be changed further. (42) We urgently need to start creating a bright world of the future today.

(According to I. Botov)

Introduction

Knowledge is of paramount importance for modern man. Russia has always been famous for the high level of education provided at school. However, recently, during the period of reform of the education system, more and more disputes and disagreements have arisen regarding the quality of knowledge acquired and the system for assessing it.

The issue of education, the formation of a harmoniously developed personality, maximally prepared for life in society, is also important. When solving all these problems, the image of the teacher, teacher, and the influence of the current school on the younger generation becomes of great importance.

Problem

The problem of quality, relevance and usefulness of knowledge, inextricably linked with the problem of upbringing and education in modern educational institutions, is raised by I. Botov in the proposed text. The role of the teacher and the school as a whole in the development of a person as an individual is considered.

A comment

The author begins the story with the assertion that only educated people, who do not have the proper upbringing, are completely unnecessary in our society. There are already enough dishonest, criminal individuals in it. Therefore, the main slogan modern education should be the education of a moral, harmoniously developed person who brings only good to the country and his people.

The teacher is primarily responsible for the upbringing of such a person, who is simply obliged to put his soul into his students, to give them a part of himself. Without this, you won't get a real person.

The state does not see such an important problem. Our country is in second to last place in terms of the amount of money spent per student. After us there is only Africa, third world countries. As a result, literacy has dropped significantly; many simply do not attend school.

The author is concerned that the current system too equalizes children, averaging their abilities and filling them with the same knowledge. Moreover, the quality of this knowledge leaves much to be desired. All together leads the average person to a feeling of disgust from knowledge. Most young people are looking for entertainment in completely different areas of life. They don’t care about knowledge, but alcohol, drugs, sex, and dancing become an integral part of their lives, contributing to the degradation of their personality.

The author complains that for several decades the situation in education has not changed: school knowledge is not needed for universities, university knowledge is not useful in life. Something urgently needs to change.

Author's position

The author tries to convey to the reader the paramount importance for society of an ideal personality, moral, comprehensively developed, educated. He calls for the need for speedy changes that must lead to a bright future.

Your position

I can't help but agree with the author. Education is indeed ambiguous today. On the one hand, it is greatly simplified - the material is schematic and unambiguous. On the other hand, many unnecessary subjects appear - introducing a second foreign language, planning the introduction of a third. School knowledge of foreign languages ​​is so superficial that studying several foreign languages ​​will only take time away from preparing for really necessary subjects.

Changes are necessary, but they must be as deliberate as possible. And we need to start with the training of teaching staff. A teacher is obliged not only to impart knowledge, but to educate by example.

Argument No. 1

If a person has a thirst for knowledge, he is able to develop. The problem of knowledge is raised in the play by D.I. Fonvizin "Undergrowth". The main task of the main character, the young teenager Mitrofanushka, is to gain knowledge. In fact, his teachers are so shallow that they give him only superficial knowledge, but he is not able to grasp even this.

And this is not just about teachers. Much also depends on Prostakova’s maternal upbringing, who inspires her son that he does not need education. We see that knowledge that has fallen into unfruitful soil will not be able to bear the fruit it deserves. Education without upbringing loses half of its benefits.

Argument No. 2

If a person strives for deep knowledge, is passionate about science and the process of cognition itself, he can achieve a lot. Evgeny Bazarov from the novel by I.S. showed himself to be such a person. Turgenev "Fathers and Sons". Only through knowledge did he become a man of strong and deep intelligence.

Conclusion

Education is of utmost importance for human development. It creates the foundation for the development of personality, the formation of life aspirations and beliefs, spiritual development of people.

Good day, Dear friends. This article will discuss the problem of education: arguments from literature and an original essay to prepare for the unified state exam.

The following arguments will be used:
– A. S. Pushkin, “Eugene Onegin”
– I. S. Turgenev, “Fathers and Sons”

Education plays an important role in the development of personality. From a young age, parents teach us the manners of behavior accepted in society, which is very important for further self-realization. A polite, cultured person inspires affection. Restraint, control over one's emotions and beautiful speech help a person in life, while the absence of the above is repellent.

Raising a child is a big responsibility that not every parent can cope with. Along with family, school and other social institutions, each person must learn to take responsibility for himself and engage in self-development. Teaching a child from childhood moral principles and rules of etiquette, and most importantly, developing noble qualities in him will help raise a worthy person.

In the novel of the same name by A. S. Pushkin “Eugene Onegin” the main character received home upbringing and education. This type of training was typical of his position in society. Eugene was first taught by a French governess, and then by a tutor. To prevent the child from getting bored and suffering, he was taught in a light, “joking” manner, without emphasizing strict morality. As a result, the young man’s knowledge covered various sciences, but was superficial. He could carry on a conversation on various topics, but only in the initial stages.

However, Eugene had the talent to casually touch upon various areas in conversation with the air of an enlightened expert, and during further heated debates to remain silent with a thoughtful look. In an aristocratic society, the requirements were low, thanks to which Onegin looked like an enlightened person in the eyes of others.

The heroine of the novel, Tatyana Larina, is the opposite of Evgeniy. Tatyana's childhood was spent in a patriarchal environment, with legends and habits of village life playing a big role. The girl’s parents did not pay much attention to her upbringing and education; she was left to her own devices. Tatyana is very close to the village and the life that goes on in it; she finds it difficult to say goodbye to her friends and the surrounding nature before leaving.

Her passion for the works of Rousseau and Richardson influenced the character of the heroine. The girl boldly confessed her feelings to Onegin, which violated the principles that dominated noble society at that time. Despite the lack of proper attention from her parents in childhood, Tatyana’s character contains such qualities as responsibility, loyalty and honesty. Since childhood, the heroine has been engaged in self-education and adhered to her principles in later life, even in difficult situations. Tatyana Larina's behavior evokes sincere respect.

In Ivan Sergeevich Turgenev’s novel “Fathers and Sons,” the problem of education is paramount. One example is the relationship between Arkady and his father Nikolai Kirsanov. Nikolai Petrovich - cheerful bright man, widower, nobleman and landowner. He is awaiting the arrival of his son Arkady Kirsanov, who wants to appear nihilist, reserved and mature, although at heart he is a kind and sentimental young man. His friend Yevgeny Bazarov influences him, inclining him to skepticism and cheeky behavior.

Nikolai Kirsanov, when meeting his son, kisses him passionately and does not want to let him go. He blushes in front of Arkady and is embarrassed by his new marital status. But his affection for Fenechka is real and sincere, far from a superficial affair. The life of Nikolai Petrovich is not filled with bright events: it is simple and rustic, but this does not interfere with the preservation of fresh feelings and the hero’s craving for beauty. Despite his gentleness and delicacy, Nikolai Kirsanov is not susceptible to outside influence. He lives guided by his own concepts and principles.

This is the difference between Nikolai Petrovich and his son. If the father seems very soft, although his character is quite strong, then with Arkady the situation is the opposite. He tries to give the impression of an adult and serious person, when at heart he is very soft-hearted, tries to imitate his friend, and also lacks self-confidence. He restrains the manifestations of his violent emotions, which still make themselves felt. Main character appreciates and respects his father and uncle, standing up for them before Bazarov, and justifies some manifestations of their characters. When the conversation comes about Nikolai Petrovich’s beloved, Arkady tries to calm him down and shows that he does not condemn him in any way. The main character considers his father worthy person and grateful for my upbringing.

To summarize, it is necessary to emphasize the importance of education in the character and future life of a person. It depends on what impression we will make on the people around us, how we will show ourselves in friendship and love. The skills and abilities acquired during upbringing play a key role in our entire lives.

Today we talked about the topic " The problem of education: arguments from literature" You can use this option to prepare for the Unified State Exam.

Introduction. 3

1. Fundamentals of moral education in literature lessons.. 4

2. The theme of education in works of Russian literature of the 19th century. 7

2.1 Characteristics of literature of the 19th century. 7

2.2 Moral, artistic and aesthetic education using examples of literary works of classics of the 19th century. 9

Conclusion. 16

References.. 17

Introduction

Mastering literary classics by students is an indispensable condition for maintaining the unity of national culture. The formation of a morally active personality is the main task of teaching and education in literature lessons.

Russian society at this time is experiencing a deep moral crisis: people are moving away from awareness of the spiritual foundations of life, losing the foundations of their own existence. Modern man increasingly focused on material success and external achievements. Realities of modern Russian society– market relations, focus on instrumental values, Americanization of life, destruction of national identity, the foundations of the people’s existence. A truly active person knows how to freely, that is, consciously choose his line of behavior. Therefore, the main task of training and education must be considered the education of a person who is capable of self-determination in the modern world. This means that students need to develop such qualities as a high level of self-awareness, self-esteem, self-respect, independence, independence of judgment, the ability to navigate the world of spiritual values ​​and in situations in the surrounding life, the ability to make decisions and take responsibility for their actions and make a choice of the content of one’s life activity, line of behavior, methods of one’s development. It was all these qualities that became the basis for the works of the classics of Russian literature of the 19th century.

This work is devoted to the topic of education in the works of Russian literature of the 19th century, the work examines the main aspects of the content of education in literature lessons, analyzes the theme of education in the works of other outstanding masters of words of the 19th century.

1. Fundamentals of moral education in literature lessons

The period of adolescence is a period of rapid “infection” with new ideas, a period of changing feelings, moods, thoughts, hobbies, faith in one’s ideals and one’s own strengths, interest in one’s own personality, the problems of the time, the search for an ideal, a goal in life, dissatisfaction with oneself. All this serves as a powerful engine of moral development.

The development of autonomous morality, associated with a critical understanding of the norms of public morality, an explanation of moral conflicts, and the search and approval of one’s own moral principles, is especially stimulated by creative acts of moral choice. Therefore, modeling and application in teaching and upbringing situations of moral choice turns out to be a necessary condition moral activity of schoolchildren.

A situation of moral choice is one that involves contradictions between two mutually exclusive decisions or actions.

A person in such situations must make an alternative decision about his attitude towards moral or immoral facts and about his behavior (“What should I do?”).

Making an alternative decision means choosing between good and evil, sympathy or indifference, courage and cowardice, honesty and deception, loyalty and betrayal, altruism and selfishness, etc. Choosing the right moral decision means committing an action.

In order to effectively use situations of moral choice in the education and development of schoolchildren, you need to know the types of moral and ethical problems raised in them. Moral and ethical problems can be aimed at understanding broad ideological and ethical phenomena, concepts (man and nature, man and society, art and life, beauty and goodness, the meaning of life, etc.), at understanding the relationships and behavior of people, their own moral qualities.

Morality is a system of internal rules of a person, based on humanistic values ​​that determine his behavior and attitude towards himself and other people.

Morality is a fundamental quality of a person, his positive beginning, growing from a feeling of love for people, regardless of their nationality, and an understanding of freedom as personal responsibility.

The criterion of morality is a person’s ability in a difficult life situation to make a choice in favor of creation rather than destruction.

The formation of morality occurs in the process of personal self-awareness and involvement in the spirituality of society.

Problems may be associated with the choice of behavior and making a moral decision, with the assessment and self-assessment of the moral merits of an individual, with decision-making in a specific situation, and may require an explanation of a moral phenomenon.

The ability to see, realize and analyze moral and ethical contradictions around oneself and in oneself is essential component development of ethical culture and moral self-awareness of schoolchildren.

Moral examples and situations must be taken from works of fiction. The formation of morality through the means of fiction in new sociocultural conditions is a controlled process and depends on the work of the teacher in selecting literary education in the light of cultural, national and universal values. Therefore, it is necessary to update the content of literary education and include for study works with acute moral themes that raise important philosophical and moral problems, eternal questions. It is these issues, so important for the moral education and development of schoolchildren, that are illuminated by the authors of works of literature of the 19th century.

The main task of the teacher in literature lessons is to achieve informal solutions to moral problems, to make moral choices, taking into account the diversity of conditions accompanying the situation, bringing up for discussion and analysis increasingly complex moral problems and more complex moral and ethical situations.

Fiction, appealing not only to the mind, but also to the feelings of the young reader, develops and spiritually enriches the emerging personality. The enormous educational material that literature lessons carry is obvious. By awakening the feelings and feelings of the reader - the schoolchild, they improve the culture of perception of fiction as a whole. The task of a wordsmith is to teach children to empathize, reflect on a work, and understand the beauty of words.

In the school analysis of a literary work, the process of communication with art is important. During the course, the teacher helps children see what went unnoticed during the first reading, gradually reveals the various layers of the literary text, and leads students to comprehend the meaning of the work. This shapes the student as a reader and makes him emotionally more sensitive.

The art of education is, first of all, the art of speaking and appealing to the heart of a child. Spiritual values ​​should be cultivated. Based on each specific topic of the lesson, it is necessary to determine what learning skills you will develop, what moral qualities this lesson will help to educate students. The educational role of the lesson is more important than simply presenting educational material.

2. The theme of education in works of Russian literature of the 19th century

2.1 Characteristics of 19th century literature

At the beginning of the 19th century. a sentimental direction emerges. Its most prominent representatives: Karamzin ("Letters of a Russian Traveler", "Tales"), Dmitriev and Ozerov. The resulting struggle between the new literary style (Karamzin) and the old (Shishkov) ends in the victory of the innovators. Sentimentalism is being replaced by the romantic direction (Zhukovsky is a translator of Schiller, Uhland, Seydlitz and English poets). The national principle finds expression in Krylov's fables. The father of new Russian literature was Pushkin, who in all types of literature: lyric poetry, drama, epic poetry and prose, created examples that in beauty and elegant simplicity of form and sincerity of feeling are not inferior to the greatest works of world literature. At the same time, A. Griboedov acts with him, who gave the command. "Woe from Wit" is a broad satirical picture of morals. N. Gogol, developing the real direction of Pushkin, depicts the dark sides of Russian life with high artistry and humor. Pushkin's successor in graceful poetry is Lermontov.

Starting with Pushkin and Gogol, literature becomes an organ of public consciousness. The appearance in Russia of the ideas of German philosophers Hegel, Schelling and others (the circle of Stankevich, Granovsky, Belinsky, etc.) dates back to the 20th century. On the basis of these ideas, two main currents of Russian social thought emerged: Slavophilism and Westernism. Under the influence of the Slavophiles, an interest in native antiquity arose, folk customs, folk art (works of S. Solovyov, Kavelin, Buslaev, Afanasyev, Sreznevsky, Zabelin, Kostomarov, Dahl, Pypin, etc.). At the same time, political and social theories of the West penetrate into literature (Herzen).

Since the 1850s, novels and stories have become widespread, reflecting the life of Russian society and all phases of the development of its thought (works by Turgenev, Goncharov, Pisemsky; L. Tolstoy, Dostoevsky, Pomyalovsky, Grigorovich, Boborykin, Leskov, Albov, Barantsevich, Nemirovich-Danchenko, Mamin, Melshin, Novodvorsky, Salov, Garshin, Korolenko, Chekhov, Garin, Gorky, L. Andreev, Kuprin, Veresaev, Chirikov, etc.). Shchedrin-Saltykov, in his satirical essays, castigated the reactionary and selfish tendencies that arose in Russian society and interfered with the implementation of reforms of the 1860s. Writers of the populist movement: Reshetnikov, Levitov, Ch. Uspensky, Zlatovratsky, Ertel, Naumov.

The historical stage of the emergence of the realistic method and the corresponding direction. The 19th century embraced all the best that was in romanticism, which arose at the turn of the 18th and 19th centuries. c.: the idea of ​​free development of personality, creative transformation of the genre and stylistic originality of literature. The 19th century gave different national versions of a truly social novel, where a person was presented in a deep internal connection with social circumstances and was subordinate to them, although in many artists the literary character was also presented as a fighter against these circumstances. Like no other century, the 19th century was distinguished by an extraordinary variety of genre and thematic forms of literature, and in such an area as versification, it gave countless rhythmic and strophic modifications in every national literary language. At the beginning of the 19th century he formulated the principle of “world literature”. This did not mean the loss of the national specificity of literature, but only testified to the processes of integration in the verbal art of the world. The second half of the 19th century was called the “Russian period” in world literature.

2.2 Moral, artistic and aesthetic education based on the examples of literary works of the classics of the 19th century

Comprehend philosophical problems, actively apply your knowledge, your life experience, using your beliefs, pose problems, analyze various moral and ethical conflicts, complex problems of human relations, accept independent decisions, develop cognitive independence and Creative skills students learn from the works of such famous authors of the 19th century as Goncharov. By analyzing the authors' works, it is possible to explain concepts such as conflict, morality, patriotism, devotion, and betrayal. In the works of the listed masters of words of the 19th century, the theme of education runs through an invisible thread.

For example, the work "Eugene Onegin" can rightfully be considered an encyclopedia of education for modern life. This is an eternal work that combines all the main traditions of the Russian people. The novel in verse "Eugene Onegin" poses many problems. One of them is the problem of happiness and debt. This problem is most clearly illuminated in the final explanation of Eugene Onegin with Tatyana Larina. For the first time, Onegin thinks that his worldview is wrong, that it will not give him peace and what he ultimately achieves. “I thought: freedom and peace are a substitute for happiness,” Onegin admits to Tatyana, beginning to realize that true happiness lies in the desire to find a soul mate.

He understands that all his foundations have been shaken. The author gives us hope for the moral revival of Onegin. Tatiana's main advantage is her spiritual nobility, her truly Russian character. Tatyana has a high sense of duty and self-esteem. Because Tatyana puts her duty to her husband above her own happiness, she is afraid of disgracing him and hurting him. That is why she found the strength to suppress her feelings and tell Onegin:

I love you (why lie?)

But I was given to another;

And I will be faithful to him forever

The theme of education in this work is expressed by instilling a sense of duty and responsibility. Honor and the meaning of life are the main educational problems highlighted in the novel. Tatyana was forced to fight for her dignity, showing in this struggle uncompromisingness and her inherent moral strength; this is precisely what Tatyana’s moral values ​​were. Tatyana is the heroine of conscience. Tatyana appears in the novel as a symbol of fidelity, kindness, and love. Everyone has long known that happiness for women lies in love, in caring for one’s neighbor. Every woman (whether she is a politician, teacher or journalist) should be loved, love, raise children, have a family. For Pushkin, Tatyana is the ideal of a young Russian woman who, once met, cannot be forgotten. The sense of duty and spiritual nobility are so strong in her.

In the work "Hero of our time" The main educational topic is the problem of personality. The personality in its relation to society, in its conditioning by socio-historical circumstances and at the same time counteracting them - this is Lermontov’s special, two-sided approach to the problem. Man and fate, man and his purpose, the purpose and meaning of human life, its possibilities and reality - all these questions receive multifaceted figurative embodiment in the novel. “A Hero of Our Time” is the first novel in Russian literature in the center of which is presented not the biography of a person, but precisely the personality of a person - his spiritual and mental life as a process. The novel organically combines socio-psychological and moral-philosophical issues, a sharp plot and the hero’s merciless self-analysis, the outline of individual descriptions and the novelistic swiftness of turns in the development of events, philosophical reflections and unusual experiments of the hero; his love, social and other adventures turn into the tragedy of the fate of an extraordinary person that did not fully materialize. The entire system of images of this work, like the entire artistic structure of the novel, is built in such a way that different sides and illuminate the central character from different angles.

This work develops in the reader the ability to fully exist in society, the ability to understand the contradictions that often arise in the soul of any person, the ability to find a balance between psychological difficulties and obstacles that stand in the way.

The significance of the novel “A Hero of Our Time” in the subsequent development of Russian literature is enormous. In this work, Lermontov, for the first time in the “history of the human soul,” revealed such deep layers that not only equated it with the “history of the people,” but also showed its involvement in the spiritual history of mankind through its personal and tribal significance. In an individual personality, not only its specific and temporal socio-historical characteristics were highlighted, but also all-human ones.

The work has no less significant educational value "Undergrown". It is especially valuable during adolescence, when young people desperately need help in choosing their future path in life. In Fonvizin's comedy, the theme of education is expressed in the confrontation between good and evil, baseness and nobility, sincerity and hypocrisy, animality and high spirituality. Fonvizin's "Minor" is built on the fact that the world of the Prostakovs from the Skotinins - ignorant, cruel, narcissistic landowners - wants to subjugate all life, to assign the right of unlimited power over both serfs and noble people, to whom Sophia and her fiancé, the valiant officer Milon belong. ; Sophia's uncle, a man with the ideals of Peter's time, Starodum; keeper of the laws, official Pravdin. In comedy, two worlds with different needs, lifestyles and speech patterns collide, with different ideals. The ideals of the heroes are clearly visible in how they want their children to be. Let’s remember Prostakova in Mitrofan’s lesson:

“Prostakova. It’s very nice to me that Mitrofanushka doesn’t like to step forward... He’s lying, my dear friend. I found the money - I don’t share it with anyone... Take it all for yourself, Mitrofanushka. Don’t learn this stupid science!”

Now let’s remember the scene where Starodum speaks to Sophia:

“Starodum. The rich man is not the one who counts out money so that he can hide it in a chest, but the one who counts out what he has in excess in order to help someone who does not have what he needs... A nobleman... would consider it the first dishonor of not doing anything: there are people to help, there are A fatherland to serve."

The work clearly shows the difference between good and evil, nobility and ignorance; the reader has the opportunity to evaluate all these qualities and conclude what is truly valuable in life. the comedy is deeper, internal: rudeness that wants to look kind, greed that disguises generosity, ignorance that pretends to be educated. The comic is based on absurdity, a discrepancy between form and content. In “The Minor,” the pitiful, primitive world of the Skotinins and Prostakovs wants to break into the world of the nobles, usurp its privileges, and take possession of everything. Evil wants to get its hands on good and acts very energetically, in different ways.

The theme of education can be seen no less clearly in the work of the great Russian playwright of the 19th century. "Storm". The drama tells about the tragic fate of a woman who could not step over the patriarchal foundations of the house-building system, could not fight for her love, and therefore voluntarily died. This work with a tragic ending instills in the reader fortitude, the ability to find a way out of difficult situations, and maintaining self-control in difficult moments of life. Katerina is very pious and religious. But from the point of view of the church, suicide is a grave sin; the suicide is not even served with a funeral service. And we see how difficult it is for her to take this step, however, it is the betrayal of her closest person that pushes her to commit suicide. Katerina was disappointed in her lover and realized that he was a weak, weak-willed person. Look at how Boris behaves in the farewell scene: at first he feels sorry for Katerina, and in the end he himself wishes her death. Perhaps not so terrible, but still the death of Katerina will make Boris forget her faster.

Of course, suicide can be regarded as the act of a weak-willed person. But on the other hand, life in Kabanikha’s house is unbearable for her. And in this act lies the strength of her character. If Boris runs away from his love, abandons Katerina, then what should she do, how to live on? And so she decides to commit suicide, because she cannot stop loving Boris and forgive him for his betrayal. The drama “The Thunderstorm” shows the full power of the influence of such relationships as betrayal, contempt, and neglect on a person and his soul. The education of students using the example of this work is in line with the formation of a sense of justice, respect, and devotion to one’s neighbor.

In the work "Dead Souls" The topic of education was also given close attention. Nikolai Vasilyevich, being an honest, intelligent, sensitive, religious man, saw that the world is ruled by evil, which spreads with great speed, and people get along with it. Having got along with a person, it begins to flourish and triumph. Evil begins to spread so quickly that it is difficult to determine its boundaries. Considering himself a prophet, Gogol sincerely believed that it was he who should point out to humanity its sins and help get rid of them. When you read the pages of the work, everything seems gray, vulgar, insignificant. It is dullness and vulgarity that is evil, and it is scary in itself. It is vulgarity that gives rise to base feelings, stupidity and indifference. In this vulgar world, evil knows no boundaries, for it is limitless.

The main question asked in the poem “Dead Souls” is: “Is there something bright in this world, at least some kind of appeal to the light?” No, here they serve other idols: the stomach, materialism, love of money. But these are all false values, and each of the heroes has their own. In the poem “Dead Souls,” the author posed the most painful and pressing issues of contemporary life. He clearly showed the decomposition of the serf system, the doom of its representatives. The very title of the poem had enormous revealing power and carried within itself “something terrifying.” The main educational idea of ​​the work can be called the doctrine of moral and spiritual values ​​of a person, as opposed to material values. A person needs lofty ideas, aspirations, emotions; the constant desire for savings and material wealth simply destroys the human “I”.

The system of characters in the work was made on the principle of ever deeper spiritual impoverishment and moral decline from hero to hero. So, Manilov’s economy “went somehow by itself.” When reading the work, an interest in everything that is around is cultivated, and the enormous harm and destructive effect of indifference and apathy is pointed out. Throughout the entire poem, Gogol, parallel to the plot lines of landowners, officials and Chichikov, continuously draws another one - connected with the image of the people. With the composition of the poem, the writer constantly reminds us of the existence of a gulf of alienation between the common people and the ruling classes.

No less important for the education of the reader is the work "Oblomov." The main features of Oblomov’s character are complete inertia, which stems from his apathy towards everything that is happening in the world. The reason for his apathy lies partly in his external situation, and partly in the manner of his mental and moral development. In terms of his external position, he is a gentleman; “he has Zakhar and three hundred more Zakharovs,” as the author puts it. Oblomov is not a being, by nature completely devoid of the ability of voluntary movement. His laziness and apathy are the creation of his upbringing and surrounding circumstances. The main thing here is not Oblomov, but Oblomovism. He might even have started working if he had found something to do for himself: but for this, of course, he had to develop under somewhat different conditions than under which he developed. In his present situation, he could not find anything he liked anywhere, because he did not understand the meaning of life at all and could not reach a reasonable view of his relationships with others.

Conclusion

So, having analyzed the theme of education in the works of classics of Russian literature, we can conclude that the fiction of the 19th century represents the most important cultural heritage, helping to educate a morally and spiritually rich generation.

Outstanding literary works help the reader to analyze their own actions, develops in them the ability to accept right decisions when a person faces a moral choice. Literature of the 19th century teaches us the fundamental qualities of the human soul, such as honor, dignity, loyalty, devotion, spirituality, philanthropy, humanity, and hard work. Using the examples of the heroes of their works, the authors unwittingly cultivate in readers the moral qualities of the human personality, guided by the actions and views of their characters.

The theme of education actively runs through the bulk of the works of literature of the 19th century, which also shapes patriotism and love for the Motherland among readers. Thus, we can say that the educational topic is an effective methodological means of forming in readers their own moral and ethical views, beliefs, attitudes, ideas in the process of solving moral and ethical problems.

1. Aksenov’s feelings in artistic words. Teacher's manual. - M.: AST, 2002.

2. , Zverev literature of the 19th century. 1870s - 1890s: Memoirs. Literary critical articles. Letters. – M.: Higher School, 2005.

3. Bazanova literature of the 19th century. – M.: Law and Law, 2001.

4. Volovoy Pushkin - The Mystery of the Novel. Criticism. – M.: Academy, 2004.

5. Goncharenko education of students in a literary and creative society. - M.: Gardariki, 2003.

6. , Grishina, the ideological and moral position of adolescents through the means of literature // Improving the teaching of literature at school. - M.: Education, 1986.

7. Pedchak literature of the late 18th and early 19th centuries. – M.: Phoenix, 2003.

8. Pisarev Oblomov. – M.: State Publishing House of Fiction, 1975.

Goncharenko education of students in a literary and creative society. - M.: Gardariki, 2003, p.67

Aksenov's feelings in artistic words. Teacher's manual. - M.: AST, 2002, p.121

Grishina’s ideological and moral position of adolescents through the means of literature // Improving the teaching of literature at school. - M.: Education, 1986, p.78

Bazanova literature of the 19th century. – M.: Law and Law, 2001, p. 83

Pedchak literature of the late 18th and early 19th centuries. – M.: Phoenix, 2003, p. 29

Volovoy Pushkin - The Mystery of the Novel. Criticism. – M.: Academy, 2004, p.138

Zverev literature of the 19th century. 1870s - 1890s: Memoirs. Literary critical articles. Letters. – M.: Higher School, 2005, p. 14

Pedchak literature of the late 18th and early 19th centuries. – M.: Phoenix, 2003, p. 54

Palkhovsky "The Thunderstorm" in Russian criticism. – St. Petersburg: St. Petersburg State University Publishing House, 2001, p.42

Pisarev Oblomov. – M.: State Publishing House of Fiction, 1975, p.96

In which works of Russian classics the problem of upbringing and education is posed and what makes them similar to Fonvizin’s play?

The problem of upbringing and education is posed in the story by A.S. Pushkin’s “The Captain’s Daughter” and in the novel by I.A. Goncharov "Oblomov". In all three works we see the unity of the author’s position - an understanding of the decisive role of family and education in the formation of the moral and intellectual character of a young man.

We see the life of an undergrowth in the story by A.S. Pushkin "The Captain's Daughter". From the age of five, the boy was given into the hands of the eager Savelich, then the father hired a Frenchman for his son, Monsieur Beaupré, a weak-willed and frivolous man. Petrusha chased pigeons, feasted on the foam from the jam made by his mother, made kites from a geographical map, played leapfrog with the yard boys. But at one point this “prosperity” was disrupted. The father sent his son to military service. Here it is worth noting the wisdom and insight of Andrei Petrovich Grinev, who did not want his son to serve in St. Petersburg, where he would “learn to hang around and hang around.” Instead of St. Petersburg, Grinev sends his son to Orenburg, to a “deaf and distant side,” hoping that the harsh and difficult service will make him a real officer. The parting word that a father gives to his son at parting is also significant: “Take care of your dress again, but take care of your honor from a young age.”

And the hero fulfills his father’s behest. Grinev finds himself in a whirlpool of major historical events, finding himself virtually between life and death. And here is where yesterday’s undergrowth appears before us as a real man with clear, definite concepts of honor, military duty, and mercy. Grinev does not abandon his fiancée in difficult times, nor does he leave Savelich. He is also completely honest in his relationships with Pugachev, remaining faithful to the state oath. However, Petrusha Grinev, who has turned from a minor into a worthy man, is still a happy exception in Russian literature. Traditional Russian upbringing did not destroy his noble, pure soul.

But in Russian literature there is also an example of a hero whose life was ruined due to his upbringing. Such an example of the harmful influence of education on the human soul is presented to us by I.A. Goncharov in the novel "Oblomov". The main character of this novel has long become a household name among us, symbolizing laziness, passivity, and inaction.

The childhood of the main character Ilya Ilyich passed in Oblomovka, in a quiet and sleepy region. Nanny tales, legends and stories about evil spirits, mother's caresses, hearty dinners, delicious homemade pies, walks in the garden and yard - life in Oblomovka flows slowly and unhurriedly, there are no storms or shocks in this peaceful corner. The parents do not allow the boy to do anything on his own, they pamper the child in every possible way, and do not bother him too much with his studies.

And this is the result of his upbringing - at the age of thirty-two, having left the service, Ilya Ilyich completely sank, spending all his days without getting up from the sofa, in his favorite oriental robe and soft comfortable slippers. Oblomov's estate is practically ruined, he is deceived by the manager, but the hero is not able to sort out his own affairs. He dreams of love and family, but ideal love becomes impossible for him: Olga Ilyinskaya does not meet Oblomov’s ideal, while Agafya Pshenitsyna embodies only one side of this ideal. There is no place for any shocks in Oblomov’s life, useful activity. Of course, the hero is kind and noble, his soul is “pure and clear, like glass,” he realizes the vanity and uselessness of many human aspirations. However, all this is not enough for real happiness. Oblomov was never able to realize his ideal.

Revealing the inner world of his hero, Goncharov skillfully uses a portrait, a description of him home environment, landscape. So, thought walks across Oblomov’s face like a “free bird.” The characteristic details of his costume are an oriental robe and slippers. The love story with Olga Ilyinskaya is to some extent symbolized by the lilac branch thrown by the heroine.

Thus, the system of upbringing and education adopted by Russian noble families in the 18th and 19th centuries was in many ways imperfect, vicious, disfiguring young minds and hearts, ruining destinies. Young people developed such qualities as laziness, passivity, infantilism, inability to realize their own dreams, and at the same time pride and unbelief, cowardice and evil spirits. These traits became decisive in the personal realization of people, in their destinies, in their viability in life. Education, thus, determines a person’s character, his destiny, his place in life.