Leo TolstoyBloomsbury Publishing, 23 oct 2014 - 224 páginas How do we know what we should teach? And how should we go about teaching it? These deceptively simple questions about education perplexed Tolstoy. Before writing his famous novels War and Peace and Anna Karenina, Tolstoy opened an experimental school on his estate to try and answer them. His experiences there incited his life-long inquiry into the meaning and purpose of religion, literature, art and life itself. In this text, Daniel Moulin tells the story of the course of Tolstoy's educational thought, and how it relates to Tolstoy's fiction and other writings. It begins with his experience of being a child and adolescent, incorporates his travels in Europe, the experimental school, his literature, and his views on art, philosophy, and spirituality. Throughout, the relevance and impact of Tolstoy's thinking on education are translated into applicable theory for today's education students. |
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... society, but he also saw education as a two-way process. He was fascinated with, and inspired by, the moral reasoning and spiritual understanding of children. For Tolstoy personally, teaching was a formative experience. It had its part ...
... society, but he also saw education as a two-way process. He was fascinated with, and inspired by, the moral reasoning and spiritual understanding of children. For Tolstoy personally, teaching was a formative experience. It had its part ...
Página 5
... society could easily be so much better – and it was through the transformation of the individual, not democratic or socialist govern- ment that such change could come about. Education, but only of the free kind, has its part to play in ...
... society could easily be so much better – and it was through the transformation of the individual, not democratic or socialist govern- ment that such change could come about. Education, but only of the free kind, has its part to play in ...
Página 16
... society inoculated me' (YO, 338). He reflects that it is strange, given his incapacity for being comme ilfaut and that the obsession hindered his application to devel- oping a profession, and developed contempt for 'nine-tenths of the ...
... society inoculated me' (YO, 338). He reflects that it is strange, given his incapacity for being comme ilfaut and that the obsession hindered his application to devel- oping a profession, and developed contempt for 'nine-tenths of the ...
Página 21
... society. With regards to pedagogy, for Rousseau, and for Tolstoy, the child must be left to learn naturally. e exercising of a child's volitions coincides with what is necessary for that child's development. Rousseau suggests a position ...
... society. With regards to pedagogy, for Rousseau, and for Tolstoy, the child must be left to learn naturally. e exercising of a child's volitions coincides with what is necessary for that child's development. Rousseau suggests a position ...
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Índice
1 | |
9 | |
Part 2 A Critical Exposition of Tolstoys Educational Thought | 67 |
Part 3 The Legacy of an Overlooked Educator | 137 |
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