Time to Act, or Philosophical Comprehension - into School Life!

The articles examines the methodological inconsistency of the current approaches to teaching literature and moral education in schools. Teacher’s professional skill, ultimately, is to overcome the contradictions and to combine the strict observance of the requirements of the school program with the awakening of the interest of students for literary fiction. The comprehension of literature as a formative factor that can affect students emotionally determines its inclusion in the content of school education. At the same time, the subject which is taught to the school and called “fine literature” at best is a primitive set of linguistic knowledge, which is not related to the literature itself. Fiction cannot be considered literary if it does not generate love, compassion, active emotional rejection or, conversely, a desire to support, does not disclose the implicit complexity of social and interpersonal relations, does not prepare child’s soul for countless life choices that no one can evade. The contradiction between the declared goals and officially defined ways of their actual implementation should be comprehended as a social phenomenon. That is philosophy which is called upon to become the original methodological foundation that determines the requirements which are not only imposed on academic subjects but also on the formation of a special dialectical culture that excludes the standardized simplicity. Philosophy is able to contribute to the process of training of future teachers by revealing the conditions under which the “literature” as a school subject can really affect the moral and spiritual education of our children.

философия образования, жизнь школы, эстетика, художественная литература, учебная программа, этика, нравственное воспи- тание, литературоведение, методологическая культура, аксиология, philosophy of education, school life, aesthetics, fiction, curriculum, ethics, moral education, literary studies, methodological culture, axiology

1. Богданова О.Ю., Леонов С.А., Чертов В.Ф. Методика преподавания литературы: Учебник для студентов пед. вузов. - М., 1999.

2. Букша К. Литература в школе: 10 вещей, которые бесят, или почему дети прогуливают уроки литературы. - URL: https://mel.fm/krik_dushi/9836204-literature_hate

3. Бушмин А.С. Наука о литературе: Проблемы. Суждения. Споры. - М., 1980.

4. Быков Д. Экстремальная педагогика - это умение говорить с детьми о смысле жизни // Учительская газета. 13.03. 2018.

5. Доманский В.А. Культурологические основы изучения литературы в школе. - Томск: Томский гос. Университет, 2000.

6. Ланин Б.А. Литература: программа: 5-9 классы общеобразовательных учреждений. - М.: Вентана-Граф, 2014.

7. Маранцман В.Г. Проблемы восприятия школьных программ по литературе // Проблема содержания литературного образования: Сб. науч. трудов / НИИ школ РСФСР. - М.,1982. С. 95-105.

8. Методика преподавания литературы в школе (курс лекций). - URL: https://superinf.ru/view_helpstud.php?id=309

9. Примерная программа основного общего образования по литературе для образовательных учреждений с русским языком обучения. - URL: http://window.edu.ru/resource/176/37176/files/03-1-o.pdf

10. Роткович Я.А. История преподавания литературы в советской школе. - М., 1976. Тест ЕГЭ - Бесплатный тест ЕГЭ по литературе онлайн. - URL: https://edunews.ru/ege/literatura/test/

11. Турбовской Я.С. Взаимодействие педагогической науки и образования как управляемый процесс. - М., 2016.

12. Федеральный закон от 29 декабря 2012 г. № 273-ФЗ «Об образовании в Российской Федерации». - URL: http:// legalacts.ru/doc/273_FZ-ob-obrazovanii/

13. Attridge D. The Singularity of Literature. - London: Routledge, 2017.

14. Bergem T. The Teacher as Moral Agent // Journal of Moral Education. 1990. Volume 19 (2). P. 88-100.

15. Bohlin K. Teaching Character Education through Literature: Awakening the Moral Imagination in Secondary Classrooms. - London: Routledge, 2005.

16. Carr D. On the Contribution of Literature and the Arts to the Educational Cultivation of Moral Virtue, Feeling and Emotion // Journal of Moral Education. 2005. Vol. 34 (2). P. 137-151.

17. Dana N. F., Lynch-Brown C. Moral Development of the Gifted: Making a Case for Children’s Literature // Roeper Review. 1991. Vol. 14 (1). P. 13-16.

18. Garrod A. C., Bramble G. A. Moral Development and Literature // Theory into Practice. 1977. Vol. 16 (2). P. 105-111.

19. Gaut B. The Ethical Criticism of Art // Aesthetics and Ethics: Essays at the Intersection. - Cambridge, UK: Cambridge University Press. P. 182-203.

20. Jones C. The Contribution of History and Literature to Moral Education // Journal of Moral Education. 1976. Vol. 5 (2). P. 127-138.

21. Pring R. My Philosophy of Education and How it Might Relate to Classical Subjects // The Journal of Classics Teaching. Spring 2016. Vol. 17 (33). P. 1-5.

22. Suissa J. Teaching and Doing Philosophy of Education: The Question of Style // Studies in Philosophy and Education. April 2008. Vol. 27 (2). P. 185-195.

23. Sutton R.E., Wheatley K.F. Teachers’ Emotions and Teaching: A Review of the Literature and Directions for Future // Educational Psychology Review Research. December 2003, Vol. 15 (4). P. 327-358.

24. Wolf L.C. Children’s Literature and the Development of Empathy in Young Children // Journal of Moral Education. 1975. Vol. 5 (1). P. 45-49.

25. Young J.J., Annisette M. Cultivating Imagination: Ethics, Education and Literature // Critical Perspectives on Accounting. 2009. Vol. 20 (1). P. 93-109.

26. Zancanella D. Teachers Reading/Readers Teaching: Five Teachers’ Personal Approaches to Literature and Their Teaching of Literature // Research in the Teaching of English. 1991. Vol. 25 (1). P. 5-32.