#Tolstye journaly free
The normativity specific to Tolstoy's pedagogy refers to the principle of complete freedom in education / instruction, the principle of organizing education / instruction in free schools, the principle of optimizing the relationship between the “two active factors of instruction: the educator and the educated”. The pedagogy of freedom anticipates the current New education (affirmed in Europe during the late nineteenth century – the second half of the twentieth century). Tolstoy's pedagogy is the free education / instruction as a model of formation through higher culture (Bildung), but it also involves other concepts that define: education (forced through instruction / teaching), general purpose, education contents and free school. In summary, the epistemological construction of the pedagogy of freedom can be demonstrated by the object of study, normativity and research methodology. Tolstoy launched the pedagogical and social theme of freedom, in education and through education. Ushinsky bequeathed the idea of the organic synthesis in pedagogy, and L.N. The two important Russian pedagogues, with universal impact, mark the moment of transition from the pre-modern pedagogy to the modern pedagogy. The epistemological maturation of the Russian pedagogy occurs through the pedagogical activity and works of the authors K.D. Tolstoy is also an important reformer of education, with a revolutionary pedagogical theoretical and practical work at the level of the '60s and '70s. One of the world's leading novelists, playwright and essayist, L.N. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.The paper highlights a different side of the concerns of the writer Lev Nikolayevich Tolstoy (1828-1910), his contribution at the level of pedagogy. To make sure that you can receive messages from us, please add the '' domain to your e-mail 'safe list'. Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)Ĭopyright © MCSER-Mediterranean Center of Social and Educational Research This work is licensed under Creative Commons Attribution 3.0 License.
In Prishvin’s diaries Tolstoy is the artist who portrays people as they are in a crucial historical moment, because even being under delusion he has always served the truth, understanding life as a great integrity.
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Prishvin does not accept him as a moralist and a preacher, claiming that the writer cannot “abandon art”. Prishvin tries to unravel “Tolstoy’s mystery” – the mystery of a brilliant artist, essay writer, philosopher, and preacher, agreeing and at the same time disagreeing with the most significant principles of his world perception. Throughout his life, Prishvin was concerned about Tolstoy’s phenomenon, his ideas and life paradoxes.
Leo Tolstoy occupies a special place in the domain of the writer’s internal dialogues, being the center of Prishvin’s reflection, a symbolic figure, whose creative life became a special link between the cultural paradigm of the classical literature of the XIX century and the emerging trends of the Russian philosophical and artistic modernism. A great deal of attention is paid to the writer’s reflections on creative originality, philosophical and moral principles of many Russian and European prose-writers and poets, who considerably influenced Prishvin’s creative method, his artistic philosophy and aesthetic distinction.
Prishvin’s diaries represent a unique chronicle of the difficult epoch, a lively, subjective and at the same time inherently veracious evidence of historical time. The purpose of the article is to study the different aspects of Leo Tolstoy’s phenomenon in the diary discourse of Mikhail Prishvin, a Russian prose-writer, thinker/sophist and artist of a unique range, who lived through the tragic Russian history in the first half of the twentieth century.
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