Mikhail Muravyov's and Vasily Zhukovsky's Pedagogical Prose: On the Relations of Succession (Based on Essays on Historical Topics). Article One

The article reveals typological convergence and continuity between educational materials on general issues of history and the pedagogical and historical concepts in them by Mikhail Muravyov and Vasily Zhukovsky. The author analyzes the connections of history with philosophy, ethics, politics, and political geography that Muravyov and Zhukovsky establish, and the central place of history in the system of anthropological sciences. The author also reveals fundamental differences in the understanding of history and its teaching by Muravyov and Zhukovsky. These differences significantly distinguish the educational program, pedagogical method and pathos of Zhukovsky's educational prose from that of Muravyov. Zhukovsky emphasizes the close relationship of history with religion and faith in God, which corrects all the instances of convergence discussed in the article without canceling them. The common revealed in Muravyov's and Zhukovsky's pedagogical prose on history certainly has the character of typological convergence determined by the atmosphere of the Russian society's spiritual search in the late 18th - first half of the 19th centuries. The intersections that have not yet attracted the attention of researchers explain in many ways the patterns of transition of Russian history, literature, and pedagogy from the Enlightenment to the era of romantic philosophy of history, romantic art, and, so to speak, romantic pedagogy and the prose of writers-educators this pedagogy generated. At the same time, the continuity of Muravyov's and Zhukovsky's pedagogical and historical-philosophical searches, as well as the artistic and aesthetic principles of their implementation in pedagogical prose, is also obvious. Zhukovsky was well acquainted with Muravyov's writings, teaching and public reputation, and with his creative heritage (he was engaged in the editorial preparation of the heritage for publication). It is possible to claim that both the personality of Muravyov as an educator and public figure, and his pedagogical and historical concepts and ways of expressing them in pedagogical prose had an impact on Zhukovsky. The convergence and divergence of the two writers and educators, Zhukovsky's (as Murovyov's successor) conscious preservation of a number of elements of educational and historical ideas embodied in Murovyov's educational works, and their quite logical update must be sought in the conceptual areas of understanding the general laws of history and searching for forms of expressing history in literature, including educational one that aims at not only transmitting facts and ideas, but also rendering an emotional impact on the student necessary for the effective educational process, in particular, in the student's work with educational books. The author's second article will analyze Muravyov's and Zhukovsky's educational materials on Russian and world history and the nature of their continuity.

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