The problem of education in which literary works is raised. The problem of education: arguments from the literature and reasoning about its significance

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

As without upbringing, and without education, a person will not be able to achieve his goals and will not be able to fulfill himself. 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 is the problem of upbringing and education posed

If we talk about the role of childhood in the formation of personality, then good example may be the work of Oblomov. Here we see how devastating an 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 himself, everything was done for him by the servants. As a result, when he grew up, he could not build happy life. Because everyone also continued to lie on the couch and wait for someone to do everything for him.

It is very important that there are good relationships between children and parents in the family. Children should not be afraid of their parents, and the relationship between them is based on trust. Parents need to hear their children, just like the children of their parents. Otherwise, it will turn out, as in the work of Ostrovsky, where the mother subordinated everyone to her will. As a result, the daughter constantly lies, and Tikhon hates his parents' house. There is no respect and understanding between mother and children. But it should not be so, and Ostrovsky shows what such relationships lead to.

The family is the place where the upbringing and education of children begins. And for everything to be successful, children must grow up in strong families where love and friendship reign. Otherwise, everything can end very badly, as in the work of Francois Mauriac 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 children spoiled, ignorant and very stupid. But the realization of one's wrong actions and wrong upbringing often comes too late. As in the case of Mrs. Prostakova, when, in the end, her own son refuses 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 keep honor from a young age. This helps in the future the undergrowth Petrusha Grinev to turn into a real man.

In what works of Russian literature, as in "Undergrowth", is the problem of educating the younger generation raised, and what are the similarities and differences in the positions of their authors?

Phenomenon V Mrs. Prostakova, Prostakov, Skotinin. Skotinin. Why can't I see my bride? Where is she? In the evening there will already be an agreement, so isn't it time for her to say that she is being married off? Mrs. Prostakova. We'll make it, brother. If she is told this ahead of time, then she may still think that we are reporting to her. Although by my husband, however, I am a relative of hers; and I love that strangers listen to me. Prostakov (to Skotinina). To tell the truth, we treated Sofyushka like a real orphan. After her father, she remained a baby. For about half a year, as her mother, and my fiancé, there was a stroke ... Ms. Prostakova (showing that she is baptizing her heart). The strength of the cross is with us. Prostakov. From which she went into the next world. Her uncle, Mr. Starodum, went to Siberia; and since for several years now there has been neither a rumor nor news about him, we consider him dead. We, seeing that she was left alone, took her to our village and oversee her estate as if it were our own. Mrs. Prostakova. What, why are you so pissed off today, my father? Looking for a brother, he might think that we took her to us for her interest. Prostakov. Well, mother, how can he think it? After all, Sofyushkino's real estate cannot be moved to us. Skotinin. And although the movable has been put forward, I am not a petitioner. I don't like to bother, and I'm afraid. No matter how much the neighbors offended me, no matter how much damage they did, I didn’t hit anyone with my forehead, and any loss, than to go after him, I’ll tear off my own peasants, and the ends are in the water. Prostakov. That's true, brother: the whole neighborhood says that you are a masterful collector of dues. Mrs. Prostakova. At least you taught us, brother father; and we can't. Since we took away everything that the peasants had, we can no longer tear anything off. Such a disaster! Skotinin. If you please, sister, I will teach you, I will teach you, just marry me to Sofyushka. Mrs. Prostakova. Did you like this girl so much? Skotinin. No, I don't like a girl. Prostakov. So in the neighborhood of her village? Skotinin. And not villages, but the fact that she is found in villages and what my mortal hunt is. Ms. Prostakova. To what, brother? Skotinin. I love pigs, sister, and we have such large pigs in our neighborhood that there is not a single one of them that, standing on its hind legs, would not be taller than each of us by a whole head. Prostakov. It's strange, brother, how relatives can resemble relatives. Our Mitrofanushka looks like an uncle. And he is a pig hunter from childhood, just like you. As he was still three years old, so, when he saw a pig, he would tremble with joy. Skotinin. This is truly a curiosity! Well, brother, Mitrofan loves pigs because he is my nephew. There is some resemblance here; but why am I so addicted to pigs? Prostakov. And there is some similarity, I think.

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In addition to D.I. Fonvizin's comedy "Undergrowth", the problem of education is also raised in A.S. Captain's daughter".
So, in "Woe from Wit" we see how wrong upbringing spoiled one of the heroes of the work - Alexei Molchalin, whom his father taught to please everyone ("My father bequeathed to me: firstly, to please all people without exception"), to serve, to strive for profit, a career, to lie for their own benefit. Molchalin grew up like that how his father raised him: immoral, hypocritical, unprincipled, capable of meanness in order to achieve his goal. This is how Mitrofanushka from Fonvizin's comedy "Undergrowth" grew up. Both heroes are united by the fact that they were brought up as hypocrites and sycophants, able to curry favor and please those from whom they benefit and feel strength. But if Mitrofan is a complete ignoramus, spoiled, capricious, unable to love and respect other people, then Molchalin, on the contrary, is calm, quiet, moderate, complaisant and neat, as well as

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

Introduction

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

Russian society in given period is experiencing a deep moral crisis: a person is moving away from the awareness of the spiritual foundations of life, losing the foundations of his own existence. Modern man more and more focused on material success, external achievements. The realities of modern Russian society are market relations, an orientation towards instrumental values, the Americanization of life, the destruction of national identity, the foundations of the people's existence. A truly active person is able to freely, i.e. consciously choose your own course of action. Therefore, as the main task of training and education, it is necessary to consider the education of such a person who is capable of self-determination in modern world. This means that students should be taught such qualities as high level self-awareness, self-esteem, self-respect, independence, independence of judgment, the ability to orient in the world of spiritual values ​​and in situations of life around, the ability to make decisions and be responsible for one’s actions and to choose the content of one’s life, behavior, ways of one’s development. It was all these qualities that became the basis of 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 paper discusses the main aspects of the content of education in literature lessons, analyzes the theme of education in the works of Pushkin A.S., Lermontov M.Yu., Fonvizin D.I., Ostrovsky A.N. . and other prominent word masters of the 19th century.

1. Basics 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, problems of time, the search for an ideal, goals in life, dissatisfaction with oneself. All this serves as a powerful engine moral development.

The development of autonomous morality, associated with a critical understanding of the norms of public morality, an explanation of moral conflicts, the search and approval of one's own moral principles, is especially stimulated by the creative acts of moral choice Goncharenko T.I. Aesthetic education of students in a literary and creative society. - M.: Gardariki, 2003, p.67. Therefore, modeling and application in training and education of situations of moral choice turns out to be necessary condition moral activity of schoolchildren.

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

Man in similar situations must accept alternative solution about their attitude to moral or immoral facts and about their behavior (“What should I do?”).

Making an alternative decision means choosing between good and evil, sympathy or indifference, courage and cowardice, honesty and deceit, loyalty and betrayal, altruism and selfishness, etc. To choose the right moral decision is to commit an act.

In order to effectively use situations of moral choice in the upbringing 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 the knowledge of broad worldview and ethical phenomena, concepts (man and nature, man and society, art and life, beauty and goodness, the meaning of life, etc.), at the knowledge of people's attitudes and behavior, 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, which grows out of a feeling of love for people, regardless of their nationality, and an understanding of freedom as a personal responsibility.

The criterion of morality is the ability of a person in a complex life situation make a choice in favor of creation, not destruction.

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

Problems may be associated with the choice of behavior and the adoption of a moral decision, with the assessment and self-assessment of the moral merits of a person, with the adoption of a decision in a particular situation, 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 the most important component of the development of ethical culture and moral self-awareness of a schoolchild.

Moral examples and situations must be taken from the works fiction. The formation of morality by means of fiction in new sociocultural conditions is a controlled process and depends on the work of the teacher in the selection of literary education in the light of cultural, national and universal values ​​Aksenova E.M. Education of feelings by the artistic word. A guide for the teacher. - M.: AST, 2002, p.121. Therefore, it is necessary to update the content of literary education and include for the study of works with acute moral themes that raise important philosophical and moral issues, eternal questions. It is these questions, so important for the moral education and development of schoolchildren, that are covered by the authors of works of literature of the 19th century.

The main task of the teacher in literature lessons is to achieve an informal solution of moral problems, to make a moral choice, taking into account the whole variety of conditions accompanying the situation, bringing more and more complex moral problems and more complex moral and ethical situations for discussion and analysis.

Fiction, appealing not only to the mind, but also to the feelings of the young reader, develops and spiritually enriches the emerging personality. The huge educational material that the lessons of literature carry in themselves is obvious. Awakening the feelings and living of the reader - the student, they improve the culture of perception of fiction in general. The task of the philologist is to teach children to empathize, reflect on the work, understand the beauty of the word Meshcheryakova N.Ya., Grishina L.Ya. Formation of the ideological and moral position of adolescents by means of literature / / Improving the teaching of literature at school. - M.: Enlightenment, 1986, p.78.

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

The art of education is, first of all, the art of speaking, addressing the child's heart. Spiritual values ​​should be cultivated. Based on each specific topic of the lesson, it is necessary to determine which learning skills you will develop, which moral qualities This lesson will help educate in students. The educational role of the lesson is more important than just the presentation of educational material.

moral education literature education

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

2.1 Characteristics of 19th century literature

At the beginning of the XIX century. there is a sentimental trend. The most prominent representatives of it: Karamzin ("Letters of a Russian Traveler", "Tales"), Dmitriev and Ozerov. The emerging struggle between the new literary style (Karamzin) and the old one (Shishkov) ends in victory for the innovators. Sentimentalism is being replaced by a romantic direction (Zhukovsky is a translator of Schiller, Uhland, Seydlitz and English poets). The national beginning finds expression in Krylov's fables. The father of new Russian literature was Pushkin, who in all kinds of literature: lyrics, drama, epic poetry and prose, created samples that, in beauty and elegant simplicity of form and sincerity of feeling, are not inferior to the greatest works of world literature Bazanova A. E. Russian literature of the 19th century. - M.: Law and law, 2001, p. 83 . Simultaneously with him, A. Griboedov is acting, who gave in whom. "Woe from Wit" is a broad satirical picture of manners. N. Gogol, developing the real direction of Pushkin, depicts with high artistry and humor dark sides Russian life. Pushkin's successor in fine poetry is Lermontov.

Beginning with Pushkin and Gogol, literature becomes an organ of social consciousness. The appearance in Russia of the ideas of the German philosophers Hegel, Schelling, and others (the circle of Stankevich, Granovsky, Belinsky, and others) dates back to the 1830s and 1840s. On the basis of these ideas, two main currents of Russian social thought emerged: Slavophilism and Westernism. Under the influence of the Slavophiles, there is an interest in native antiquity, folk customs, folk art (the works of S. Solovyov, Kavelin, Buslaev, Afanasyev, Sreznevsky, Zabelin, Kostomarov, Dal, Pypin, etc.). At the same time, the political and social theories of the West are penetrating literature (Herzen).

Beginning in the 1850s, the novel and short story, which reflect the life of Russian society and all phases of the development of its thought, became widespread (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 and others). Shchedrin-Saltykov, in his satirical essays, castigated the reactionary and selfish tendencies that arose in Russian society and hindered the implementation of the reforms of the 1860s. Populist writers: Reshetnikov, Levitov, Ch. Uspensky, Zlatovratsky, Ertel, Naumov.

The historical stage of the emergence of the realistic method and the direction corresponding to it. The 19th century embraced all the best that was in romanticism that arose at the turn of the 18th-19th centuries: the idea of ​​the free development of the individual, the creative transformation of the genre and style originality of literature. The 19th century gave different national versions of a truly social novel, where a person appeared in a deep inner connection with social circumstances and obeyed them, although for many artists a literary character also appeared as a fighter against these circumstances Pedchak A.N. Russian literature of the late 18th early 19th century. - M.: Phoenix, 2003, p. 29. Like no other century, the 19th century was distinguished by an extraordinary variety of genre, 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, J.W. Goethe formulated the principle of "world literature". This did not mean the loss of the national specificity of literatures, 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 on the examples of literary works of the classics of the 19th century

To comprehend philosophical problems, actively apply their knowledge, their life experience, using their beliefs, pose problems, analyze various moral and ethical conflicts, complex problems of human relations, make independent decisions, develop cognitive independence and Creative skills students learn from the works of such famous authors of the 19th century as Pushkin A.S., Lermontov M.Yu., Fonvizin D.I., Ostrovsky A.N., Goncharov. By analyzing the works of the authors, it is possible to explain such concepts as conflict, morality, patriotism, devotion, betrayal. In the works of the listed masters of the word of the 19th century, the theme of education runs like an invisible thread.

For example, the work of A.S. Pushkin "Eugene Onegin" can rightly be considered an encyclopedia of education modern life. This is an eternal work, combining 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 duty. This problem is most clearly illuminated in the final explanation of Eugene Onegin with Tatyana Larina. Onegin for the first time thinks that his worldview is wrong, that it will not give him peace and what he eventually achieves. “I thought: freedom and peace are a substitute for happiness,” Onegin admits to Tatiana, 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. Tatyana's main advantage is her spiritual nobility, her truly Russian character. Tatyana has a high sense of duty and dignity. Because Tatyana puts her duty to her husband above her own happiness, she is afraid to disgrace him, to hurt him. That is why she found the strength to suppress her feelings and say to Onegin:

I love you (why lie?)

But I am given to another;

And I will be faithful to him forever

The theme of education in this work is expressed by the upbringing of a sense of duty and responsibility. Honor and the meaning of life are the main educational problems covered in the novel. Tatyana was forced to fight for her dignity, showing in this struggle uncompromisingness and her inherent moral strength, this was precisely moral values Tatyana. Tatyana is the heroine of conscience. Tatyana appears in the novel as a symbol of fidelity, kindness, love. It has long been known to everyone that happiness for women lies in love, in caring for others. 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, having met, cannot be forgotten. So strong is her sense of duty, the spiritual nobility of Volova G.N. Eugene Onegin A.S. Pushkin - The mystery of the novel. Criticism. - M.: Academy, 2004, p.138.

In the work of M.Yu. Lermontov "A Hero of Our Time" the main educational theme is the problem of personality. Personality in its relation to society, in its conditionality by socio-historical circumstances and at the same time resisting them - such is Lermontov's special, two-sided approach to the problem. Man and destiny, man and his purpose, purpose and meaning human life, its possibilities and reality - all these questions receive a 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 a biography of a person, but a person’s personality - his spiritual and mental life as a process of Anoshkina V.N., Zverev V.P. Russian literature of the nineteenth century. 1870s - 1890s: Memoirs. Literary-critical articles. Letters. - M.: Higher school, 2005, p. 14 . The novel organically combines socio-psychological problems and moral-philosophical, sharp plot and merciless introspection of the hero, sketchiness of individual descriptions and novelistic swiftness of turns in the development of events, philosophical reflections and unusual experiments of the hero; his love, secular and other adventures turn into a tragedy of the unfulfilled fate of an outstanding person. The entire system of images of this work, like the entire artistic structure of the novel, is built in such a way that from different angles and under different angle view to illuminate the central character.

This work brings up 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 generic significance. In an individual personality, not only its concrete-temporal socio-historical signs were highlighted, but also all-human ones.

No less significant educational value is the work of Fonvizin D.I. "Undergrowth". It is especially valuable for the period of adolescence, when young people 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, bestiality and high spirituality Pedchak A.N. Russian literature of the late 18th early 19th century. - M.: Phoenix, 2003, p. 54 . Fonvizin's "Undergrowth" is built on the fact that the world of the Prostakovs from the Skotinins - ignorant, cruel, narcissistic landowners - wants to subjugate his whole life, appropriate the right of unlimited power over both serfs and noble people, who own Sophia and her fiancé, the valiant officer Milon ; Sophia's uncle, a man with the ideals of Peter's time, Starodum; guardian of laws, official Pravdin. Two worlds collide in comedy different needs, lifestyles and manners of speech, with different ideals. The ideals of the heroes are clearly visible in the way they want to see their children. Let's remember Prostakova at Mitrofan's lesson:

"Prostakov. I am very pleased that Mitrofanushka does not like to step forward ... He is lying, my friend of the heart. He found money - he does not share it with anyone .. Take everything for yourself, Mitrofanushka. Don't study this stupid science!"

And now let's remember the scene where Starodum speaks to Sophia:

"Starodum. Not the rich one who counts the money to hide it in a chest, but the one who counts the excess in himself in order to help someone who does not have what he needs ... A nobleman ... would consider it the first dishonor not to do anything: there are people who help, there are 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, to conclude what is truly valuable in life. the comic is deeper, more internal: rudeness, which wants to look kindly, greed, which covers with generosity, ignorance, which claims to be educated. The comic is based on absurdity, a discrepancy between form and content. In The Undergrowth, the miserable, primitive world of the Skotinins and Prostakovs wants to break into the world of the noble, to appropriate its privileges, to take possession of everything. Evil wants to seize the good and acts very vigorously, in different ways.

The theme of education is no less clearly seen in the work of the great Russian playwright of the 19th century A.N. Ostrovsky "Thunderstorm". The drama tells about the tragic fate of a woman who could not step over the patriarchal foundations of house building, could not fight for her love, and therefore voluntarily passed away. This work with a tragic end educates the reader for strength of mind, the ability to find a way out of the most difficult situations, maintaining self-control in difficult moments of life Palkhovsky A.M. Drama by A. N. Ostrovsky "Thunderstorm" in Russian criticism. - St. Petersburg: Publishing House of St. Petersburg State University, 2001, p.42. Katerina is very devout, religious. And from the point of view of the church, suicide is a grave sin, they don’t even bury a suicide. And we see how hard it is for her to take this step, however, it is the betrayal of herself loved one pushes her to commit suicide. Katerina was disappointed in her lover, she realized that he was a weak, weak-willed person. Look at how Boris behaves in the parting scene: at first he pities Katerina, and at 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 an act of a weak character. But on the other hand, life in the house of Kabanikha is unbearable for her. And in this act - 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 "Thunderstorm" shows the power of influence on a person and his soul of such relationships as betrayal, contempt, neglect. The education of students on the example of this work takes place in line with the formation of a sense of justice, respect, devotion to one's neighbor.

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

The main question asked by N.V. Gogol in the poem "Dead Souls": "Is there something bright in this world, at least some kind of appeal to the light?" No, other idols are served here: the stomach, materialism, the love of money. But these are all false values, and each of the heroes has their own. In the poem "Dead Souls", the author raised the most painful and topical issues of his contemporary life. He clearly showed the decomposition of the serfdom, the doom of its representatives. The very name of the poem had a huge revealing power, carried “something terrifying” in itself. Basic educational idea works can be called the doctrine of the moral and spiritual values ​​of a person as opposed to material values. A person needs lofty ideas, aspirations, emotions, the constant desire for savings, material wealth simply destroys the human "I".

The character system of the work was made on the principle of ever deeper spiritual impoverishment and moral decline from hero to hero. So, Manilov's economy "was somehow going by itself." When reading a work, an interest in everything that is around is brought up, and the enormous harm and destructive effect of indifference and apathy is pointed out. Through the entire poem, Gogol, parallel to the storylines of the landowners, officials and Chichikov, continuously draws another one - connected with the image of the people. With the composition of the poem, the writer all the time persistently reminds of the presence of an abyss of alienation between the common people and the ruling classes.

No less important for the education of the reader is the work of Goncharov I.A. "Oblomov". The main features of Oblomov's character lie in the complete inertia that comes from his apathy towards everything that is done in the world Pisarev D.I. Roman I. A. Goncharova Oblomov. - M.: State publishing house of fiction, 1975, p.96. The cause of apathy lies partly in his external position, and partly in the image of his mental and moral development. According to his external position - he is a gentleman; "he has Zakhar and another three hundred Zakharov," in the words of the author. Oblomov is not a creature completely devoid of the ability of voluntary movement by nature. His laziness and apathy are the creation of upbringing and surrounding circumstances. The main thing here is not Oblomov, but Oblomovism. He might even have begun to work if he had found a job for himself: but for this, of course, he had to develop under somewhat different conditions than under which he developed. In his present position, however, he could not find something to his liking anywhere, because he did not understand the meaning of life at all and could not reach a reasonable view of his relations with others.

Conclusion

So, after analyzing the topic of education in the works of the classics of Russian literature, we can conclude that the fiction of the 19th century is the most important cultural heritage that helps to educate a morally and spiritually rich generation.

Outstanding literary works help the reader analyze their own actions, educate them in the ability to accept right decisions when a person faces a moral choice. The literature of the 19th century teaches us the fundamental qualities of the human soul, such as honor, dignity, fidelity, devotion, spirituality, philanthropy, humanity, diligence. Using the examples of the heroes of their works, the authors involuntarily instill 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 forms patriotism and love for the Motherland among readers. Thus, it can be said that educational theme is effective methodological tool formation of readers' own moral and ethical views, beliefs, attitudes, ideas in the process of solving moral and ethical problems.

Bibliography

1. Aksenova E.M. Education of feelings by the artistic word. A guide for the teacher. - M.: AST, 2002.

2. Anoshkina V.N., Zverev V.P. Russian literature of the nineteenth century. 1870s - 1890s: Memoirs. Literary-critical articles. Letters. - M.: Higher school, 2005.

3. Bazanova A. E. Russian literature of the 19th century. - M.: Law and law, 2001.

4. Volovoy G.N. Eugene Onegin A.S. Pushkin - The mystery of the novel. Criticism. - M.: Academy, 2004.

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

6. Meshcheryakova N.Ya., Grishina L.Ya. Formation of the ideological and moral position of adolescents by means of literature / / Improving the teaching of literature at school. - M.: Enlightenment, 1986.

7. Pedchak A.N. Russian literature of the late 18th early 19th century. - M.: Phoenix, 2003.

8. Pisarev D.I. Roman I. A. Goncharova Oblomov. - M.: State publishing house of fiction, 1975.

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Text by Alexey Dorokhov

(1) In my youth, I considered myself a well-educated person. (2) When meeting with acquaintances, he knew how to politely say hello. (3) In a conversation, he listened attentively to the interlocutor, not allowing himself to interrupt his story, no matter how long it was. (4) In a dispute, even the most heated, he never shouted and, moreover, did not use rude words. (5) There was no case that, having accidentally pushed someone, I didn’t apologize or went through the door first without giving way to the satellite. (6) In a word, my upbringing seemed to me impeccable.
(7) But it only seemed. (8) And it turned out quite unexpectedly. (9) Somehow, during student practice, I had to live for two weeks with an artel of lumberjacks. (10) And then one evening I accidentally overheard a conversation that I remember forever.
(11) Sitting down on the threshold of our spacious dugout, the artel headman quietly talked with the cook. (12) It was about me.
- (13) The guy is nothing, - the cook said, - literate, but it’s painfully gray! (14) There is no education.
- (15) What? - interested in the elder.
- (16) Yes, everything is not done in a human way. (17) He starts to wash - the whole floor will be flooded, then wipe after him. (18) He sits at the table - no, to first slurp liquid, immediately, without a command, he begins to drag meat from the bottom. (19) What an easy thing to do - to bring a spoon to your mouth, and even that is not accustomed. (20) Bread will not be put under a spoon, it will drip on the table. (21) And where has he lived until now? ..
(22) I listened and felt that I was blushing. (23) "Well, well! (24) So, then I'm "gray"?
(25) At first, of course, I was offended. (26) But then, on reflection, I realized that the cook was absolutely right in her own way.
(27) True, in the mornings I did not forget to greet her, politely avoided when she carried a boiling samovar or a heavy pot of cabbage soup to the table, and getting up from the table, thanked for dinner. (28) But this did not surprise her. (29) For her, all this was familiar and natural. (Z0) But those gaps in my upbringing that were discussed were very noticeable. (31) And she could not reconcile with them.
(32) However, there was no great fault on my part. (33) Since childhood, I lived in an apartment with running water, ate from a separate plate. (34) I didn’t have to wash over a bucket from a ladle, I didn’t happen to eat from a common artel boiler. (35) Therefore, I did not know the special rules of conduct that were obligatory for people living in other conditions. (36) And fulfilling them was no less important than those urban ones that I used to obey.
(37) This case made me think for the first time about what is good well-mannered person. (38) What are the actual rules of conduct that we must obey?
(39) Subsequently, I was convinced more than once that these rules exist in any society, in every team. (40) In some ways they differ. (41) It depends on the conditions in which people live.
(42) But no matter what rules of conduct you touch, in the main they are always the same: respect others, reckon with them. (43) Strictly observing the rules of conduct, you will good friend to everyone who communicates with you in the family, at school, on vacation.
(According to A. Dorokhov*)

COMPOSITION.
People live in society and in order not to cause inconvenience to others, you need to behave appropriately, respect the opinion of the interlocutor, and be polite in conversation.
Everyone should be able to do the right thing in any situation, follow the rules of behavior. The way a person behaves shows how well-educated he is. But what, in fact, is upbringing?
Alexey Dorokhov's text raises this issue. Main character I have always considered myself well-bred. But it turned out that this is not entirely true. When he got into another society, he could not fulfill certain rules pinned here. He was considered here "gray". The hero realized that in every environment it is necessary to behave according to local laws.
The writer believes that upbringing is, first of all, respect for others, attention to them. In various companies, it is important to obey the established procedure, which requires compliance with special rules of etiquette.
I agree with the author's opinion, because the rules of behavior depend on the conditions in which the person is. But everywhere the canons are the same: you need to be understanding, honest and reckon with other people.
Many writers describe this problem. For example, in the epic novel "War and Peace" by Leo Tolstoy, the hero Nikolai Rostov grew up in a wealthy family, in prosperity and prosperity. But, having got to the war, Nikolai was able to adapt to the changed order of life. Now he, along with other soldiers, lived in a dugout, ate meager food. The hero passed this test with dignity and thus showed his good breeding and ability to get used to new conditions.
The hero of Denis Ivanovich Fonvizin's comedy "Undergrowth" has a diametrically opposite character. Mitrofanushka does not know how to behave properly in society, he is completely ill-mannered. This leads to the fact that the hero cannot adapt to life surrounded by other people. He is not accepted in society, because Mitrofan does not comply elementary rules etiquette.
Thus, a person is educated if he is polite, respects the opinions of others and considers the established order of the society in which he is.

In what works of Russian classics is the problem of upbringing and education posed, and what brings them closer to Fonvizin's play?

The problem of upbringing and education is posed in the story of A.S. Pushkin "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 determining role of the family, education in shaping the moral and intellectual image of a young man.

We see the life of an undergrowth in the story of A.S. Pushkin "The Captain's Daughter" From the age of five, the boy was handed over to the aspirant Savelich, then his father hired a Frenchman, Monsieur Beaupre, a weak-willed and frivolous person, for his son. Petrusha chased pigeons, ate froths from mother's jam, made kites from a geographical map, played leapfrog with the yard boys. But at one fine moment this "welfare" was violated. The father sent his son to military service. Here it is worth noting the wisdom and foresight of Andrei Petrovich Grinev, who did not want his son to serve in St. Petersburg, where he "learns to wind and hang out." Instead of St. Petersburg, Grinev sends his son to Orenburg, "to a deaf and remote side", hoping that the harsh and difficult service will make him a real officer. The parting word that the father gives to his son at parting is also significant: “Take care of the dress again, and honor from youth.”

And the hero fulfills the covenant of his father. Grinev falls into the whirlpool of large historical events, being actually between life and death. And here yesterday's undergrowth appears before us as a real man with clear, definite concepts of honor, of military duty about mercy. Grinev does not throw in Hard time his bride, does not leave Savelich. He is completely honest in his relations 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 ruin his noble, pure soul.

But in Russian literature there is also an example of a hero whose life was ruined due to education. Such an example of the detrimental effect of education on the human soul is presented to us by I.A. Goncharov in the novel Oblomov. The protagonist of this novel has long become our household character, symbolizing laziness, passivity, inaction.

The childhood of the protagonist Ilya Ilyich passed in Oblomovka, in a quiet and sleepy region. Nurse's Tales, Legends and Traditions about evil spirits, mother's caresses, plentiful dinners, delicious homemade pies, walks in the garden and yard - life in Oblomovka flows slowly and unhurriedly, there are no storms or upheavals in this peaceful corner. Parents do not allow the boy to do anything on his own, spoil the child in every possible way, do not bother him too much with his studies.

And here is the result of upbringing - at thirty-two, having left the service, Ilya Ilyich completely sank, spends all his days without getting up from the sofa, in his favorite oriental dressing gown and soft comfortable slippers. Oblomov's estate is practically ruined, he is deceived by the manager, but the hero is not able to deal with 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. In Oblomov's life there is no place for any shocks, useful activities. Of course, the hero is kind and noble, his soul is “pure and clear as glass”, he is aware of the vanity and futility of many human aspirations. However, all this is not enough for true happiness. Oblomov was never able to realize his ideal.

revealing inner world his hero, Goncharov skillfully uses a portrait, a description of his home furnishings, landscape. So, the thought walks over Oblomov's face like a "free bird". The characteristic details of his costume are an oriental robe and house slippers. love story with Olga Ilyinskaya, to some extent, symbolizes 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 fate. 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 malevolence. These traits became decisive in the personal realization of people, in their destinies, in their viability in life. Education, thus, determines the character of a person, his fate, his place in life.