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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Página ii
... teacher in both primary and secondary schools and a teacher trainer, he has been Professor at a number of leading Universities in the UK. He now lives and works in Germany. Members of the Advisory Board Leo Tolstoy DAN MOULIN DANIEL ...
... teacher in both primary and secondary schools and a teacher trainer, he has been Professor at a number of leading Universities in the UK. He now lives and works in Germany. Members of the Advisory Board Leo Tolstoy DAN MOULIN DANIEL ...
Página vi
Daniel Moulin. Abstract methodology is nothing . . . the best a teacher can achieve in his school comes from him personally, from the pure drive of nature. Berthold Auerbach Contents Series Editor's Preface ix Foreword Author's Preface ...
Daniel Moulin. Abstract methodology is nothing . . . the best a teacher can achieve in his school comes from him personally, from the pure drive of nature. Berthold Auerbach Contents Series Editor's Preface ix Foreword Author's Preface ...
Página 1
... teacher and educational thinker, however, is less well known. Yet education was one ofTolstoy's perennial interests ... teaching was a formative experience. It had its part in the development of his wider thought; it fueled his ...
... teacher and educational thinker, however, is less well known. Yet education was one ofTolstoy's perennial interests ... teaching was a formative experience. It had its part in the development of his wider thought; it fueled his ...
Página 2
... teach- ing a history lesson in his school, and his interest in the philosophy of history, which is such an important ... teacher know that what they taught was neither harmful for the student, nor pointless? For Tolstoy, true education ...
... teach- ing a history lesson in his school, and his interest in the philosophy of history, which is such an important ... teacher know that what they taught was neither harmful for the student, nor pointless? For Tolstoy, true education ...
Página 3
... teacher. It is interesting to think what it would have been like in Tolstoy's school. He made no lesson compulsory and described it as a lively, fun, living organism. Tolstoy's period of teaching between 1859 and 1862 left him exhausted ...
... teacher. It is interesting to think what it would have been like in Tolstoy's school. He made no lesson compulsory and described it as a lively, fun, living organism. Tolstoy's period of teaching between 1859 and 1862 left him exhausted ...
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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