In literature in general, and in Russian literature in particular, the problem of the relationship between man and the world around him occupies a significant place. Personality and environment, individual and society - many Russian writers of the 19th century thought about this. The fruits of these thoughts were reflected in many stable formulations, for example in the well-known phrase “Wednesday has eaten.” There has been a noticeable increase in interest in this topic in late XIX- the beginning of the 20th century, in a turning point era for Russia. In the spirit of humanistic traditions inherited from the past, Alexander Kuprin considers this issue, using all the artistic means that have become an achievement of the turn of the century.

The work of this writer was for a long time as if in the shadows, he was overshadowed by the bright representatives of his contemporaries. Today, the works of A. Kuprin are of great interest. They attract the reader with their simplicity, humanity, and democracy in the noblest sense of the word. The world of A. Kuprin’s heroes is colorful and diverse. He himself lived a bright life, filled with diverse impressions - he was a military man, a clerk, a land surveyor, and an actor in a traveling circus troupe. A. Kuprin said many times that he does not understand writers who do not find anything more interesting than themselves in nature and people. The writer is very interested in human destinies, while the heroes of his works are most often not successful, successful people, satisfied with themselves and life, but rather the opposite. But A. Kuprin treats his outwardly unsightly and unlucky heroes with the warmth and humanity that has always distinguished Russian writers. In the characters of the stories “White Poodle”, “Taper”, “Gambrinus”, as well as many others, the traits of “ little man“However, the writer does not simply reproduce this type, but reinterprets it anew.

Let's reveal very famous story Kupri-na "Garnet Bracelet", written in 1911. Its plot is based on real event- the love of telegraph official P.P. Zheltkov for the wife of an important official, member of the State Council Lyubimov. This story is mentioned by Lyubimov’s son, the author of famous memoirs Lev Lyubimov. In life, everything ended differently than in A. Kuprin’s story -. the official accepted the bracelet and stopped writing letters; nothing more was known about him. The Lyubimov family remembered this incident as strange and curious. Under the pen of the writer, the story turned into a sad and tragic story about the life of a little man who was elevated and destroyed by love. This is conveyed through the composition of the work. It gives an extensive, leisurely introduction, which introduces us to the exposition of the Sheyny house. The very story of extraordinary love, history garnet bracelet told in such a way that we see through her eyes different people: Prince Vasily, who tells it as an anecdotal incident, brother Nikolai, for whom everything in this story seems offensive and suspicious, Vera Nikolaevna herself and, finally, General Anosov, who was the first to suggest that here maybe it's hidden real love, “which women dream about and which men are no longer capable of.” The circle to which Vera Nikolaevna belongs cannot admit that this is a real feeling, not so much because of the strangeness of Zheltkov’s behavior, but because of the prejudices that control them. Kuprin, wanting to convince us, the readers, of the authenticity of Zheltkov’s love, resorts to the most irrefutable argument - the hero’s suicide. In this way, the little man’s right to happiness is affirmed, and the motive of his moral superiority over the people who so cruelly insulted him, who failed to understand the strength of the feeling that was the whole meaning of his life, arises.

Kuprin's story is both sad and bright. It permeates him musical beginning- indicated as an epigraph musical composition, - and the story ends with a scene when the heroine listens to music at a tragic moment of moral insight for her. The text of the work includes the theme of the inevitability of the death of the main character - it is conveyed through the symbolism of light: at the moment of receiving the bracelet, Vera Nikolaevna sees red stones in it and thinks with alarm that they look like blood. Finally, the theme of the clash of different cultural traditions arises in the story: the theme of the east - the Mongolian blood of the father of Vera and Anna, the Tatar prince, introduces into the story the theme of love-passion, recklessness; the mention that the sisters’ mother is English introduces the theme of rationality, dispassion in the sphere of feelings, and the power of the mind over the heart. In the final part of the story, a third line appears: it is no coincidence that the landlady turns out to be a Catholic. This introduces into the work the theme of love-admiration, which in Catholicism surrounds the Mother of God, love-self-sacrifice.

A. Kuprin’s hero, a little man, is faced with the world of non-understanding that surrounds him, the world of people for whom love is a kind of madness, and, faced with it, dies.

In the wonderful story “Olesya,” we are presented with a poetic image of a girl who grew up in the hut of an old “witch,” outside the usual norms of a peasant family. Olesya’s love for the intellectual Ivan Timofeevich, who accidentally visited a remote forest village, is a free, simple and strong feeling, without looking back or obligations, among tall pines, painted with the crimson glow of the dying dawn. The girl's story ends tragically. Olesya’s free life is invaded by the selfish calculations of village officials and the superstitions of ignorant peasants. Beaten and molested, Olesya and Manuilikha are forced to flee from the forest nest.

In Kuprin's works, many heroes have similar traits - spiritual purity, dreaminess, ardent imagination, combined with impracticality and lack of will. And they reveal themselves most clearly in love. All heroes treat women with filial purity and reverence. Willingness to give in for the sake of a beloved woman, romantic worship, knightly service to her - and at the same time underestimation of oneself, lack of faith in one’s own strength. Men in Kuprin's stories seem to change places with women. These are the energetic, strong-willed “Polessia sorceress” Olesya and the “kind, but only weak” Ivan Timofeevich, the smart, calculating Shurochka Nikolaevna and the “pure, sweet, but weak and pitiful” second lieutenant Romashov. All these are Kuprin’s heroes with a fragile soul, caught in a cruel world.

Kuprin’s excellent story “Gambrinus,” created in the troubled year of 1907, breathes the atmosphere of revolutionary days. The theme of all-conquering art is intertwined here with the idea of ​​democracy, the bold protest of the “little man” against the black forces of arbitrariness and reaction. Meek and cheerful Sashka, with his extraordinary talent as a violinist and sincerity, attracts a diverse crowd of longshoremen, fishermen, and smugglers to the Odessa tavern. They greet with delight the melodies, which seem to be the background, as if reflecting public moods and events - from the Russo-Japanese War to the rebellious days of the revolution, when Sashka’s violin sounds with the cheerful rhythms of “La Marseilles”. In the days of the onset of terror, Sashka challenges the disguised detectives and the black-hundred “scoundrels in a fur hat,” refusing to play the monarchist anthem at their request, openly denouncing them of murders and pogroms.

Crippled by the tsarist secret police, he returns to his port friends to play for them on the outskirts the tunes of the deafeningly cheerful “Shepherd.” Free creativity and the power of the people's spirit, according to Kuprin, are invincible.

Returning to the question posed at the beginning - “man and the world around him” - we note that in Russian prose of the early 20th century a wide range of answers to it is presented. We have considered only one of the options - the tragic collision of a person with the world around him, his insight and death, but not a senseless death, but containing an element of purification and high meaning.

Olesya Ivanovna Sedesheva
Conference "Man and Society"

Every Human society

Every Human unique and inimitable, but he can become a full-fledged personality only in society. Communication- this is the main condition and the main way of life person, only in communication and relationships with other people, Human can feel and understand himself, find his place in the world. Communication always directed at someone else person. This one is different Human acts not as a physical body or organism, but as a subject, as a personality, which is endowed with its own activity and its relationship to others. Orientation to the activity of another and to his attitude is the main originality communication.

It follows that communication is always mutual, mutual activity, presupposing the opposite direction of the partners.

IN modern conditions fast-growing society The most important thing is the ability to interact in the process of communication with the outside world. Well-developed communication skills have special meaning at all age stages of the developing personality.

First social experience Human acquires very early. A child, barely born, already comes into contact with the people around him, and these relationships become more and more complicated and transformed over time, thanks to communication with adults and peers.

Group kindergarten- this is the first social association of children, in which children occupy different positions and establish social contacts with adults and peers. Children of senior preschool age are able to coordinate their actions with peers, correlate their actions with social norms of behavior.

According to G. A. Vartanyan, at this stage of preschool childhood changes occur in the emotional sphere, caused by the emergence of new interests and needs, as well as the establishment of a hierarchy of motives.

Each new social environment places serious demands on the child, and the adult’s task is to help the child understand the complex world of relationships with peers and adults, since a child who communicates little with peers and is not accepted by them due to the inability to organize communication, cannot be interesting to others.

The second important social association for children is school.

Primary school imposes such requirements for speech training as the ability to answer questions, the ability to listen to an interlocutor and ask questions during a dialogue, to adequately select language means when answering, the ability to keep oneself busy, the desire to engage in communication, a caring attitude towards the world of people’s feelings and the objective world, the ability to arbitrarily control one’s behavior.

L. S. Vygotsky showed that the origins of a child’s voluntary behavior should be sought precisely in communication child with adults and peers.

Necessary conditions confirming the presence of this communication, are: the desire to interact for a long time with peers and adults, the ability for emotional empathy, the ability to identify oneself with others person, willingness to accept a different point of view.

A person who has highly developed such communication abilities is defined in psychology as a subject communication. A child does not become a subject immediately and not by accident. His development, the formation of activity, consciousness and independence occurs together with parents and loved ones, and then with the help of a teacher.

According to M.I. Lisina, the main factor influencing the formation of a preschooler - a subject of activity - is communication with adults and peers.

B.F. Lomov emphasized that distinctive characteristic subject-subject interaction in communication his independence, individuality and activity stand out. He believed that there are two forms of subject activity - activity and communication.

Communication and joint activities are important components of the life of a preschooler. Thanks to them, the child gets to know and evaluate himself and those around him, learns to build relationships with other people, and develops personally.

Ability to communicate positively influences: - interaction with others; - on the child’s self-esteem, its internal characteristics: adequacy of ideas about oneself and one’s capabilities, self-confidence, emotional comfort, helps to learn the rules of behavior in different situations communication.

Child's inability to organize communication can provoke personality and behavioral disorders, contribute to the appearance of isolation or feelings of rejection.

IN preschool age four forms successively replace each other communication child with adults:

situational and personal;

situational business;

extra-situational-cognitive;

non-situational-personal (according to M.I. Lisina).

Content changes communication, his motives, communication skills and abilities. One of the components of psychological readiness for learning at school is being formed - communication.

It is known that communication carried out using various communication means. An important role in this is played by the ability to outwardly express one’s inner emotions and correctly understand emotional condition interlocutor, take into account the characteristic forms of behavior of the child in different situations, knowledge of the difficulties that arise in interpersonal communication.

And the sooner you start getting acquainted with the rules communication, the more conscious and natural those speech means will be (verbal and non-verbal, with the help of which the child will be able to express himself through speech and understand that he himself, his own thoughts, feelings, words and actions can be the path to success in life, to the opportunity win the hearts of people.

In the context general problems of speech development, one of the relevant aspects of its research is the formation of children’s communicative readiness for school.

The child’s communicative readiness for schooling is considered as a basic characteristic of the personality of a preschooler, as the most important prerequisite for well-being in social and intellectual development, which includes the ability to recognize the emotional experiences and states of adults and children around him, and to express his own emotions in verbal and non-verbal ways.

The relevance of this problem in our time is determined by the fact that modern child experiences severe psychological stress, so

as the number of his contacts with the world of peers and adults increases

(family, preschool, school, internet space, shops, public transport). A child in different life situations must be able to behave correctly and master the basics of speech culture, which greatly facilitates the creation of a friendly atmosphere communication and reduces the possibility of occurrence conflicts.

In modern conditions preschool education the communicative readiness of preschoolers for school often remains beyond the attention of teachers, since more attention is paid to the development of cognitive processes: attention, memory, thinking.

Low level of development of communicative skills abilities: development of communication skills, understanding the feelings of other people, sympathizing with them, reacting adequately in difficult situations, finding a way out conflict, make the process of forming communicative readiness for school socially necessary.

The reason for this:

Theoretical unpreparedness of teachers, lack of methodological developments relationships between main components (emotional, cognitive, behavioral) communicative readiness of older preschoolers for school education.

Pedagogical incompetence of parents in this regard problem:

1) parents are mainly concerned with the problems of everyday life and financial support of the family and pay very little attention to children, communicating with them, are almost not interested in them inner world, their lives in peer community;

2) children are at home most of all "communicate" with TV, smartphone and other devices;

3) parents themselves do not have pedagogical knowledge on the problem of developing communication skills

Communication function communication, the most natural and familiar, not given person from birth. It is mastered just like any type of activity, in the process of interaction with a more experienced partner who is a carrier of communicative culture. Education and skills can be passed on to subsequent generations only through a system of living and direct communication with them.

Communication includes the exchange of ideas, ideals, and attitudes between people.

In domestic psychology, the term communication in the broad sense of this concept, expressing “the semantic aspect of social interaction”, and the term « communication» most often used as equivalent.

“This approach presupposes, first of all, a clear awareness of the fact that communication ( communication, is not so much a process of external interaction between isolated individuals, but rather a method of internal organization and internal evolution society as a whole»

In the latest psychological dictionary, article "Communication" limited to reference « communication» . Proximity of terms "communication" And" communication» is also confirmed by the presence in the psychological literature of many synonymous derivatives and phrases "means of communication" and" means communication», "communicative need" and"need for communication».

Mass communication- message, transmission. Systematic distribution of specially trained, qualified social significance messages, with the aim of meeting the information needs of the mass audience and influencing the behavior, views, beliefs, opinions of people; technically carried out using a variety of funds: social networks, TV, In social psychology, mass communication is understood as one of the forms of mediated communication. Most often, the following main functions of mass media are distinguished: communications:

1. Information (providing information on various areas social activities);

2. Regulatory (formation public consciousness, public opinion, creation of attitudes and stereotypes, manipulation, social control);

3. Culturological (familiarization with the achievements humanity, preservation of cultural traditions, intercultural interactions).

Ideally, mass communication aims to optimize social activities, consolidation society and socialization of individuals.

IN "Dictionary of Mass Communication" J. Faget, the functions of mass communication are determined on the basis of what was proposed by R. Jacobson approach: sender (addressee) expresses itself (expressive function, it makes the process valuable communication(poetic, or aesthetic function, correlates with reality, context (communicative, or referential function, comes into contact with its interlocutor (phatic function).According to Lasswell’s scheme, analysis of the structure of the communication process consists of five elements:

1) who reports? (addresser, communicator);

2) what does it report? (content analysis);

3) through what channel? (means analysis);

4) to whom does he report? (analysis audience: addressee, recipient, communicator);

5) with what success? (efficiency analysis). Depending on the nature of the communication channel, recipients can act as listeners, readers, viewers, and participants. The channel connects the sender and the addressee, and messages directed either to known recipients or to a probable set of them,

Today, in many psychological, sociological and philosophical works "communication" is considered as the most important factor joint activities, suggesting the activity of its participants.

Nonverbal communication is the most important means, along with auditory speech. communication between people.

Nonverbal communication is expressive movements (facial expressions and pantomimes, gestures, use of objects.) Means of nonverbal communication significantly expand the possibility communication, often expressive and laconic. In the process of education and training, everyone Human masters a certain system of verbal and nonverbal communication, uses it in communication

Do you agree with the statement: “We perform feats for those who don’t care about us, but those who need us even without any feats love us”?

Love is one of the most wonderful feelings that only a person can experience. Love is a feeling of deep affection based on community of interests, ideals,sympathy. Every person wants to love and be loved. I agree with the statement: “We perform feats for those who don’t care about us, but those who need us even without any feats love us.”

Love ennobles, makes you perceive differently the world, admire and admire the one you love. I believe that for the sake of a loved one a person can and does perform feats. After all, when a person is in love, he wants to attract the attention of the object of his love at all costs. He wants to show that he is the best, that he is worthy of love, that he needs and can be loved. But sometimes a very sad situation arises: we perform feats for those who do not care about us. You cannot force another person to love you, because they sincerely love you not for any merits or actions, but simply because you exist, you are needed with all your good and bad qualities. And your beloved does not need your exploits, because love cannot be artificially evoked. Performing a feat can evoke a feeling of respect, but not love. It is especially sad if the feat was accomplished for the sake of an unworthy person, who not only did not appreciate the act of a loving heart, but also did not understand his emotional impulse, and perhaps did not notice it.Feats in the name of love have been performed at all times. A feat, as stated in the dictionary, is a heroic act performed in difficult conditions. In fact, it is not necessary for this act to be bright and provocative. And even more so, it is not necessary that it should be performed exclusively by a man...

The heroine Kuprina from the work “Olesya” performs a feat in the name of love. Olesya is a girl who was born and lived all her youth in the Polesie thickets, wild, uneducated, alienated from people. The heroine did not know how to pretend or be a hypocrite, so her love could not be fake. Olesya loved Ivan sincerely, sacrificially.

The girl was an outcast from society. For the sake of Ivan, she performs a heroic act: a young witch goes to church for the sake of her loved one, although she is prohibited from entering there due to her occupation and origin. She makes it clear to the hero that she will commit this bold act, which could lead to irreparable consequences, but Ivan, understanding this, does nothing to stop Olesya. He shows cowardice, weakness and cowardice. The heroine is brutally beaten by an angry crowd.

Fearing that society will condemn Ivan for his love for a witch, Olesya leaves and runs away from her native forest. Because of public opinion and fear of losing his reputation, Ivan neglected Olesya’s sincere love, which means, in my opinion, he did not love her. In the soul of a “civilized” hero there is some kind of moral flaw that prevents him from being happy and giving happiness to another person. The hero of the story A.I. Kuprina is mentally deaf and indifferent to the person who loves him; he simply does not know how to care about others, hear them and understand them. Unfortunately, Olesya performs a feat for the sake of a person unworthy of her.

I believe that those who need us even without any heroic deeds love us. Sometimes someone who truly loves cannot explain why exactly he loves another person. A loving person accepts his loved one for who he is, notices only the good in him, and does not pay attention to his shortcomings. Lev Nikolaevich Tolstoy wrote that people are loved not because they are good, but because those who love them are good.

The heroine of the novel by A.S. Pushkin's "Eugene Onegin", Tatyana, gave her heart, her soul to Onegin for the rest of her life. She could not imagine another person capable of taking possession of her feelings. She needed a hero without any heroic deeds, despite his causticity, callousness, and arrogance. She accepted him as he was: with all the good and bad human qualities.

Despite Onegin's rebuke, Tatyana does not stop loving him and thinking about him. After visiting Eugene’s deserted estate, the heroine came to the conclusion that he was not at all the hero she had created in her imagination, not the person to whom she wrote the letter. But this did not make Tatyana’s love disappear. She carried her love for the hero throughout her life. Tatyana accepted Onegin without any heroic deeds, she wanted him to be close, she dreamed of protecting her beloved, tenderly caring for him. For sincerely loving person the exploits of your loved one are not needed.

Thus, the one who sincerely loves us needs us without any heroic deeds. And if a person is not interested in us, then no matter how many feats we perform for his sake, no matter how many peaks we conquer, we will never win his love.

In literature in general, and in Russian literature in particular, the problem of the relationship between man and the world around him occupies a significant place. Personality and environment, individual and society - many Russian writers of the 19th century thought about this. The fruits of these thoughts were reflected in many stable formulations, for example in the well-known phrase “Wednesday has eaten.” Interest in this topic intensified noticeably at the end of the 19th and beginning of the 20th centuries, during a turning point for Russia. In the spirit of humanistic traditions inherited from the past, Alexander Kuprin considers this issue, using all the artistic means that have become an achievement of the turn of the century.

The work of this writer was for a long time, as it were, in the shadows, overshadowed by bright representatives of his contemporaries. Today, the works of A. Kuprin are of great interest. They attract the reader with their simplicity, humanity, and democracy in the noblest sense of the word. The world of A. Kuprin’s heroes is colorful and diverse. He himself lived a bright life, filled with diverse impressions - he was a military man, a clerk, a land surveyor, and an actor in a traveling circus troupe. A. Kuprin said many times that he does not understand writers who do not find anything more interesting than themselves in nature and people. The writer is very interested in human destinies, while the heroes of his works are most often not successful, successful people, satisfied with themselves and life, but rather the opposite. But A. Kuprin treats his outwardly unsightly and unlucky heroes with the warmth and humanity that has always distinguished Russian writers. In the characters of the stories “White Poodle”, “Taper”, “Gambrinus”, as well as many others, the features of a “little man” are discernible, but the writer not only reproduces this type, but reinterprets it anew.

Let's reveal Kupri's very famous story “The Garnet Bracelet,” written in 1911. Its plot is based on a real event - the love of telegraph official P. P. Zheltkov for the wife of an important official, member of the State Council Lyubimov. This story is mentioned by Lyubimov’s son, the author of famous memoirs Lev Lyubimov. In life, everything ended differently than in A. Kuprin’s story -. the official accepted the bracelet and stopped writing letters; nothing more was known about him. The Lyubimov family remembered this incident as strange and curious. Under the pen of the writer, the story turned into a sad and tragic story about the life of a little man who was elevated and destroyed by love. This is conveyed through the composition of the work. It gives an extensive, leisurely introduction, which introduces us to the exposition of the Sheyny house. The story of extraordinary love itself, the story of the garnet bracelet, is told in such a way that we see it through the eyes of different people: Prince Vasily, who tells it as an anecdotal incident, brother Nikolai, for whom everything in this story seems offensive and suspicious. important, Vera Nikolaevna herself and, finally, General Anosov, who was the first to suggest that here, perhaps, lies true love, “of which women dream and of which men are no longer capable.” The circle to which Vera Nikolaevna belongs cannot admit that this is a real feeling, not so much because of the strangeness of Zheltkov’s behavior, but because of the prejudices that control them. Kuprin, wanting to convince us, the readers, of the authenticity of Zheltkov’s love, resorts to the most irrefutable argument - the hero’s suicide. In this way, the little man’s right to happiness is affirmed, and the motive of his moral superiority over the people who so cruelly insulted him, who failed to understand the strength of the feeling that was the whole meaning of his life, arises.

Kuprin's story is both sad and bright. It is permeated by a musical beginning - a piece of music is indicated as an epigraph - and the story ends with a scene when the heroine listens to music at a tragic moment of moral insight for her. The text of the work includes the theme of the inevitability of the death of the main character - it is conveyed through the symbolism of light: at the moment of receiving the bracelet, Vera Nikolaevna sees red stones in it and thinks with alarm that they look like blood. Finally, the theme of the clash of different cultural traditions arises in the story: the theme of the east - the Mongolian blood of the father of Vera and Anna, the Tatar prince, introduces into the story the theme of love-passion, recklessness; the mention that the sisters’ mother is English introduces the theme of rationality, dispassion in the sphere of feelings, and the power of the mind over the heart. In the final part of the story, a third line appears: it is no coincidence that the landlady turns out to be a Catholic. This introduces into the work the theme of love-admiration, which in Catholicism surrounds the Mother of God, love-self-sacrifice.

A. Kuprin’s hero, a little man, is faced with the world of non-understanding that surrounds him, the world of people for whom love is a kind of madness, and, faced with it, dies.

In the wonderful story “Olesya,” we are presented with a poetic image of a girl who grew up in the hut of an old “witch,” outside the usual norms of a peasant family. Olesya’s love for the intellectual Ivan Timofeevich, who accidentally visited a remote forest village, is a free, simple and strong feeling, without looking back or obligations, among tall pines, painted with the crimson glow of the dying dawn. The girl's story ends tragically. Olesya’s free life is invaded by the selfish calculations of village officials and the superstitions of ignorant peasants. Beaten and molested, Olesya and Manuilikha are forced to flee from the forest nest.

In Kuprin's works, many heroes have similar traits - spiritual purity, dreaminess, ardent imagination, combined with impracticality and lack of will. And they reveal themselves most clearly in love. All heroes treat women with filial purity and reverence. Willingness to give in for the sake of a beloved woman, romantic worship, knightly service to her - and at the same time underestimation of oneself, lack of faith in one’s own strength. Men in Kuprin's stories seem to change places with women. These are the energetic, strong-willed “Polessia sorceress” Olesya and the “kind, but only weak” Ivan Timofeevich, the smart, calculating Shurochka Nikolaevna and the “pure, sweet, but weak and pitiful” second lieutenant Romashov. All these are Kuprin’s heroes with a fragile soul, caught in a cruel world.

Kuprin’s excellent story “Gambrinus,” created in the troubled year of 1907, breathes the atmosphere of revolutionary days. The theme of all-conquering art is intertwined here with the idea of ​​democracy, the bold protest of the “little man” against the black forces of arbitrariness and reaction. Meek and cheerful Sashka, with his extraordinary talent as a violinist and sincerity, attracts a diverse crowd of longshoremen, fishermen, and smugglers to the Odessa tavern. They greet with delight the melodies, which seem to be the background, as if reflecting public moods and events - from the Russo-Japanese War to the rebellious days of the revolution, when Sashka’s violin sounds with the cheerful rhythms of “La Marseilles”. In the days of the onset of terror, Sashka challenges the disguised detectives and the black-hundred “scoundrels in a fur hat,” refusing to play the monarchist anthem at their request, openly denouncing them of murders and pogroms.

Crippled by the tsarist secret police, he returns to his port friends to play for them on the outskirts the tunes of the deafeningly cheerful “Shepherd.” Free creativity and the power of the people's spirit, according to Kuprin, are invincible.

Returning to the question posed at the beginning - “man and the world around him” - we note that in Russian prose of the early 20th century a wide range of answers to it is presented. We have considered only one of the options - the tragic collision of a person with the world around him, his insight and death, but not a senseless death, but containing an element of purification and high meaning.

FIPI commentary on the topic “Man and Society” :
"For topics in this direction, the view of a person as a representative of society is relevant. Society largely shapes the individual, but the individual is also capable of influencing society. The topics will allow us to consider the problem of the individual and society from different sides: from the point of view of their harmonious interaction, complex confrontation or irreconcilable conflict. It is equally important to think about the conditions under which a person must obey social laws, and society must take into account the interests of each person. Literature has always shown interest in the problem of the relationship between man and society, the creative or destructive consequences of this interaction for the individual and for human civilization. "

Recommendations for students:
The table presents works that reflect any concept related to the direction “Man and Society”. You DO NOT need to read all of the works listed. You may have already read a lot. Your task is to revise your reading knowledge and, if you discover a lack of arguments within a particular direction, fill in the existing gaps. In this case, you will need this information. Think of it as a landmark in a huge world literary works. Please note: the table shows only a portion of the works that contain the problems we need. This does not mean at all that you cannot make completely different arguments in your work. For convenience, each work is accompanied by small explanations (third column of the table), which will help you navigate exactly how, through which characters, you will need to rely on literary material (the second mandatory criterion when evaluating a final essay)

An approximate list of literary works and carriers of problems in the direction of "Man and Society"

Direction	Sample list of literary works	Carriers of the problem
Human and society	A. S. Griboyedov "Woe from Wit"	Chatsky challenges Famus society
	A. S. Pushkin "Eugene Onegin"	Evgeny Onegin, Tatyana Larina– representatives secular society– becomes hostage to the laws of this society.
	M. Yu. Lermontov “Hero of Our Time”	Pechorin- reflection of all vices younger generation of its time.
	I. A. Goncharov "Oblomov"	Oblomov, Stolz- representatives of two types generated by society. Oblomov is a product of a bygone era, Stolz is a new type.
	A. N. Ostrovsky. "Storm"	Katerina- a ray of light in " dark kingdom» Kabanikha and Wild.
	A.P. Chekhov. "Man in a Case."	Teacher Belikov with his attitude to life, he poisons the lives of everyone around him, and his death is considered by society as a deliverance from something difficult
	A. I. Kuprin "Olesya"	Love " natural man» ( Olesya) and a man of civilization Ivan Timofeevich could not withstand the test of public opinion and social order.
	V. Bykov “Roundup”	Fedor Rovba- a victim of a society living in a difficult period of collectivization and repression.
	A. Solzhenitsyn “One Day in the Life of Ivan Denisovich”	Ivan Denisovich Shukhov- victim of Stalinist repressions.
	R. Brdbury. "A Sound of Thunder"	The responsibility of each person for the fate of the entire society.
	M. Karim “Pardon”	Lubomir Zuch– a victim of war and martial law.

“Man and Society” is one of the topics of the final essay on literature for graduates of 2020. From what positions can these two concepts be considered in the work?

For example, you can write about the individual and society, about their interaction, both about agreement and about opposition. The approximate ideas that may be heard in this case are varied. This is a person as a part of society, the impossibility of his existence outside of society, and the influence of society on something connected with a person: his opinion, tastes, life position. You can also consider the confrontation or conflict between an individual and society; in this case, it would be useful to give examples from life, history or literature in your essay. This will not only make the work less boring, but will also give you a chance to improve your grade.

Another option for what to write about in an essay is the ability or, conversely, the inability to devote one’s life to public interests, philanthropy and its opposite - misanthropy. Or, perhaps, in your work you will want to consider in detail the issue of social norms and laws, morality, the mutual responsibility of society to man and man to society for everything past and future. An essay will also be interesting dedicated to man and society in state or historical terms, the role of the individual (concrete or abstract) in history.