Abstract
The article considers the possibilities of using Russian classical literature in the contemporary learning activity. The authors reveal promising areas and pedagogical strategies for involving the younger generation in the learning of literary classics, as well as propose new conceptual approaches to solving this problem in contemporary society. The article deals with the results of the conducted study on the capabilities of fiction in forming the worldview and value orientations of the younger generation, as well as outlines the further prospects in improving the efficiency of spiritual and moral upbringing of the younger generation based on literary works. The article describes the advantage of value-oriented immersion of pupils in literary and artistic reality, which consists in the possibility of discussing many personal problems of children, adolescents, and young people in an indirect form, using the example of literary plots, characters, situations described in the works, which contributes to the necessary self-revelation of the participants in such discussions. The pedagogical strategy considered in the article is implemented through the creation of a kind of “intertext”, which, in contrast to its usual postmodern version of the information space with computer information technologies, is a process of “imposition” of several communicative spaces, namely, pedagogical, “existential experience” of students, literary and artistic reality, and scenery-directing space.
Highlights
The study of the problem of underestimating the importance of national literary and artistic achievements in mass education and the upbringing of the younger generation involves an appeal to the achievements of foreign and domestic philosophical, aesthetic, pedagogical, and ethical thought, which contains many program provisions that remain relevant for the modern educational process of artistic and humanitarian orientation
In the study of domestic works of literature and art that are relevant for the formation of the contemporary educational system, the method of pedagogical simulation of problematic situations in social interaction that arose in the course of socialization and inculturation of the younger generation was used [9, 10]
The main idea was emphasized on the formation of a personality that was ready for social service and taking care of others. This inner pathos is inherent in most works of Russian classical literature which has great influence on the formation of the Russian national character. Another common motive in Russian literature is the readiness for empathy, understanding of the problems of others, and compassion
Summary
The study of the problem of underestimating the importance of national literary and artistic achievements in mass education and the upbringing of the younger generation involves an appeal to the achievements of foreign and domestic philosophical, aesthetic, pedagogical, and ethical thought, which contains many program provisions that remain relevant for the modern educational process of artistic and humanitarian orientation. One can distinguish foreign thinkers, such as Aristotle, Hegel, Kant, Plato, Schiller [1,2,3,4,5], and others, as well as Russian philosophers and religious thinkers, such as N. The novelty of the present research was to identify possible and desirable educational strategies for using the spiritual potential of Russian literary works when forming the younger generation at all age stages in the context of various educational disciplines
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