Leo Tolstoy

225 Pages·2014·1.415 MB·English

by  Daniel Moulin, Richard Bailey

Leo Tolstoy
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Titles in the Bloomsbury Library of Educational Thought Series:
St Th omas Aquinas, Vivian Boland OP Maria Montessori, Marion O’Donnell
Aristotle, Alexander Moseley A. S. Neill, Richard Bailey
St Augustine, Ryan N. S. Topping John Henry Newman, James Arthur and Guy
Pierre Bourdieu, Michael James Grenfell Nicholls
Jerome Bruner, David R. Olson Robert Owen, Robert A. Davis and Frank
O’Hagan
Confucius, Charlene Tan
R. S. Peters, Stefaan E. Cuypers and Christopher
John Dewey, Richard Pring
Martin
Michel Foucault, Lynn Fendler
Jean Piaget, Richard Kohler
Paulo Freire, Daniel Schugurensky
Plato, Robin Barrow
John Holt, Roland Meighan
Jean-Jacques Rousseau, Jürgen Oelkers
John Locke, Alexander Moseley Rudolf Steiner, Heiner Ullrich
Loris Malaguzzi and the Reggio Emilia Leo Tolstoy, Daniel Moulin
Experience, Kathy Hall, Mary Horgan, Anna Lev Vygotsky, René van der Veer
Ridgway, Rosaleen Murphy, Maura Cunneen E. G. West, James Tooley
and Denice Cunningham Mary Wollstonecraft, Susan Laird
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.
Members of the Advisory Board
Robin Barrow, Professor of Philosophy, Gary McCulloch, Head of Department of
Simon Fraser University, Canada. Humanities and Social Sciences at the Institute
of Education, University of London, UK.
Peter Gronn, Professor of Education, Head of
Jürgen Oelkers, Professor of Education at the
Faculty, University of Cambridge, UK.
University of Zurich, Switzerland.
Kathy Hall, Professor of Education and
Richard Pring, Emeritus Professor at the
Head of the School of Education at
Department of Education, and Emeritus
University College Cork, Ireland.
Fellow of Green Templeton College,
Stephen Heyneman, Professor of International University of Oxford, UK.
Educational Policy at the College of Education Harvey Siegel, Professor and Chair of the
and Human Development, Vanderbilt Department of Philosophy, University of
University, USA. Miami, USA.
Yung-Shi Lin, President Emeritus and Richard Smith, Professor of Education,
Professor, Department of Education and University of Durham, UK.
Institute of Graduate Studies, Taipei Zhou Zuoyu, Professor, Faculty of Education,
Municipal University of Education, Beijing Normal University, People’s Republic
Republic of China, Taiwan. of China.
Leo Tolstoy
DDAANNIE ML MOUOLUILNIN
BloCoomnstbinuuruym L iLbribarrayr oyf o Ef dEudcuactiaotnioanl aThl Tho uoguhgtht
Series Editor: Richard Bailey
Volume 19
LONDON • NEW DELHI • NEW YORK • SYDNEY
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Bloomsbury Academic
An imprint of Bloomsbury Publishing Plc
50 Bedford Square 1385 Broadway
London New York
WC1B 3DP NY 10018
UK USA
www.bloomsbury.com
First published 2011 by Continuum International Publishing Group
Paperback edition fi rst published 2014 by Bloomsbury Academic
© Daniel Moulin, 2011
All rights reserved. No part of this publication may be reproduced
or transmitted in any form or by any means, electronic or mechanical,
including photocopying, recording, or any information storage or retrieval
system, without prior permission in writing from the publishers.
Daniel Moulin has asserted his right under the Copyright, Designs and
Patents Act, 1988, to be identifi ed as Authors of this work.
No responsibility for loss caused to any individual or organization acting on
or refraining from action as a result of the material in this publication can
be accepted by Bloomsbury Academic or the author.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library.
ISBN: PB: 978-1-4725-0483-8
ePUB: 978-1-4725-0484-5
Library of Congress Cataloguing-in-Publication Data
Moulin, Daniel.
Leo Tolstoy/Daniel Moulin.
p. cm. – (Continuum library of educational thought ; v. 19)
Includes bibliographical references and index.
ISBN 978-1-4411-5657-0 (hardcover)
1. Tolstoy, Leo, graf, 1828-1910–Knowledge–Education. 2. Tolstoy,
Leo, graf, 1828-1910–Career in education. 3. Education Philosophy.
4. Education–Philosophy–History–19th century. I. Title. II. Series.
LB675.T62M68 2011
370.1–dc22
2010021225
Typeset by Newgen Imaging Systems Pvt Ltd, Chennai, India
for my grandmother
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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
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Contents
Series Editor’s Preface ix
Foreword xi
Author’s Preface xiv
Introduction 1
Part 1 An Intellectual Biography of Leo Tolstoy 9
1 Early Experiences and Infl uences 11
2 Tolstoy the Educator 29
3 Th e Prophet of Yasnaya Polyana 48
Part 2 A Critical Exposition of Tolstoy’s Educational Th ought 67
4 Th e Pedagogical Laboratory 69
5 Th e Results of the Yasnaya Polyana Experiment 81
6 Th e Devil of False Education 102
7 Th e Spiritual Nature of a Genuine Education 118
Part 3 Th e Legacy of an Overlooked Educator 137
8 Th e Reception and Infl uence of Tolstoy’s
Educational Th ought 139
9 Tolstoy’s Relevance for Today’s Educators 162
10 Conclusion 177
Epilogue 182
Bibliography 184
Index 193
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Series Editor’s Preface
Th e books in this series take the form of what might be called
‘philosophical biography’ in the area of educational studies. Th eir shared
purpose, simply put, is to understand the thoughts and practices of
certain educational philosophers.
Straight away this project is confronted with some potential diffi cul-
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.
Implicit within the BCloonotminsbuuurmy LLiibbrraarryy ooff EEdduuccaattiioonnaall ThTh oouugghhtt is an
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. Th at is inevi-
tably going to be the case. Th ere is no suggestion that the list of thinkers
represented within the BCloonotminsbuuurmy LLiibbrraarryy ooff EEdduuccaattiioonnaall ThTh oouugghhtt is in
any way defi nitive. What is incontestable is that these thinkers have
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