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Textbook Leo Tolstoy Daniel Moulin Ebook All Chapter PDF
Textbook Leo Tolstoy Daniel Moulin Ebook All Chapter PDF
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Leo Tolstoy
Series Editor: Richard Bailey is a writer and researcher in education and sport. A former 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.
Bloomsbury
ContinuumLibrary
Library
ofof
Educational
Educational
ThTh
ought
ought
Series Editor: Richard Bailey
Volume 19
www.bloomsbury.com
Daniel Moulin has asserted his right under the Copyright, Designs and
Patents Act, 1988, to be identified as Authors of this work.
LB675.T62M68 2011
370.1–dc22
2010021225
Berthold Auerbach
Introduction 1
Epilogue 182
Bibliography 184
Index 193
The books in this series take the form of what might be called
‘philosophical biography’ in the area of educational studies. Their shared
purpose, simply put, is to understand the thoughts and practices of
certain educational philosophers.
Straight away this project is confronted with some potential difficul-
ties. As even a cursory read of the list of thinkers whose names provide
the titles within the series will testify, many are not ordinarily consid-
ered to be philosophers. Some can be more sensibly located in other
areas of the academy – sociology, economics, psychology, and so on.
Others seem unsuited of the label because their contribution to educa-
tion is primarily in terms of its practice. In the narrow, disciplinary sense,
then, many of the subjects of this series are clearly not philosophers.
In another sense, however, and this is the sense employed by Jean-Paul
Sartre in his own attempts in the genre, a philosophical biography
can be written about anyone whose thought is important and interest-
ing. In this sense, I suggest, each of the thinkers acknowledged in this
series are philosophers.
Continuum Library of Educational Thought is an
Implicit within the Bloomsbury
assertion that theories and the practices that follow from them (and
equally, practices and the theories that lie implicitly within them) are
vitally important for education. By gathering together the ideas of some
of the most important and interesting educational thinkers, from the
Ancient Greeks to contemporary scholars, the series has the ambitious
task of providing an accessible yet authoritative resource for a genera-
tion of students and practitioners.
It will always be possible to question the list of key thinkers that are
represented in this series. Some may question the inclusion of certain
thinkers; some may disagree with the exclusion of others. That is inevi-
tably going to be the case. There is no suggestion that the list of thinkers
represented within the Bloomsbury
Continuum Library of Educational Thought is in
any way definitive. What is incontestable is that these thinkers have
fascinating ideas about education, and that taken together, the Library
can act as a powerful source of information and inspiration for those
committed to the study of education.
Radha Balasubramanian
University of Nebraska, Lincoln
17 June 2010
Daniel
Dan Moulin
Harris Manchester College, Oxford
30 April 2010
Careful not to dirty their new dresses, they pick up their skirts and wade
in the water. But out of fun, one splashes the other, getting her clean
dress muddy and wet. When one girl’s mother sees this, a quarrel breaks
out in the village between their families. Meanwhile, the girls begin to
play again, digging in the mud to channel the water, which eventually
runs between the feet of the two girls’ fathers who had joined the fray.
At this moment, an old woman points out that the two girls were again
playing happily with each other. The fighting adults become ashamed of
not being able to forgive as easily as the children. Characteristically of
his later period, Tolstoy ends the parable with a Bible verse – that
of Mark 10.15 – which encapsulates much of Tolstoy’s view of child-
hood and religion: ‘Truly I tell you, whoever does not receive the king-
dom of God as a little child will never enter it.’ For Tolstoy, human
endeavour should be based upon the simple moral truths of human
existence, as received in the heart of every child, and given their clearest
exposition in the teachings of Jesus. These same eternal and universal
truths can be demonstrated through the pedagogic device of a simple
narrative based on the lives of the Russian people.
The story of Tolstoy’s own life has been told in many guises, and for
many ends. His life has been examined by scholars seeking to under-
stand the development of his literary form, and by those who have
sought to understand the nature and course of his religious conversion.
This book, however, aims to present a portrait and exposition of
Tolstoy’s thought which has often been overlooked: that of Tolstoy the
educator and educational thinker. This story winds through all periods
of Tolstoy’s life. It begins with his experience of being a child and
adolescent, incorporates his travels in Europe, his views on the purpose
and nature of art and literature, as well as his experiences of teaching
in his experimental school for peasants. It ends with his prophetic
old age.
When Tolstoy read other thinkers’ works he was always concerned
with the validity of their ideas, rather than their place in history.
Likewise, the principal task of this book is to examine Tolstoy’s
educational thought with respect to the perennial questions of education.
The historical context of Tolstoy’s educational thought within
nineteenth-century Russia has been given brief treatment in favor of
relating Tolstoy’s educational ideas to his own unique intellectual and
An Intellectual Biography
of Leo Tolstoy