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. |
Dentro del libro
Resultados 1-5 de 17
Página ix
... suggest, each of the thinkers acknowledged in this series are philosophers. Implicit within the Continuum Library ofEducational Thought is an assertion that theories and the practices that follow from them (and equally, practices and ...
... suggest, each of the thinkers acknowledged in this series are philosophers. Implicit within the Continuum Library ofEducational Thought is an assertion that theories and the practices that follow from them (and equally, practices and ...
Página 21
... suggests a position similar to that later endorsed by Tolstoy. In the preface to Emile, Rousseau stresses that the 'particular application' of each educational method will depend on the unknowable countless situations that 'other men ...
... suggests a position similar to that later endorsed by Tolstoy. In the preface to Emile, Rousseau stresses that the 'particular application' of each educational method will depend on the unknowable countless situations that 'other men ...
Página 24
... suggests that the child's uncorrupted innocence can be both a metaphor and paradigm for the spiritual development of adults: We have to overcome the oppositions and the destruction of the old to win new and beautiful forms for our ...
... suggests that the child's uncorrupted innocence can be both a metaphor and paradigm for the spiritual development of adults: We have to overcome the oppositions and the destruction of the old to win new and beautiful forms for our ...
Página 39
Ha alcanzado el límite de visualización de este libro.
Ha alcanzado el límite de visualización de este libro.
Página 77
Ha alcanzado el límite de visualización de este libro.
Ha alcanzado el límite de visualización de este libro.
Índice
1 | |
9 | |
Part 2 A Critical Exposition of Tolstoys Educational Thought | 67 |
Part 3 The Legacy of an Overlooked Educator | 137 |
Otras ediciones - Ver todo
Términos y frases comunes
According answer approach asked attempt authority Azbuka became become begins believed child Christian Church claims classes commune conception concern concludes considered continue corrupt criticism demonstrated describes discussion early educational thought essay established examination example existence experience explains felt follow give given human ideas important individual influence interest journal knowledge later learning lesson letter Levin literature live meaning method moral natural needs never Nicholas observations ofthe ofTolstoy’s particularly peasants pedagogical philosophy practice problem progress published pupils questions reason reflects regard relation religion religious result Russian similar simple social society spiritual story suggests taught teacher teaching theory thinking thought tion Tolstoy Tolstoy argues Tolstoy’s educational Tolstoy’s views Translated true truth understanding wished writings written Yasnaya Polyana