Reflections on the topic of the problem Dubrovsky. Moral and social problems in A.S. Pushkin’s novel “Dubrovsky” (6th grade)
Problems of the story Dubrovsky
Answers:
Revenge like social protest in the novel “Dubrovsky”, the son of a provincial landowner, after the death of his father, is illegally deprived of his shelter. He leads a revolt of the peasants of his estate and becomes a robber. Revenge is the main goal of his life. However, the author idealizes the image of Vladimir. He appears before the reader not as a simple robber, but as a fighter for justice. He is smart, kind, brave, handsome. All his actions, the fight against injustice, the awakened love for the daughter of his enemy, do not leave indifference in the reader’s heart. All the actions and characteristics of the main characters of the novel “Dubrovsky” are explained by the time in which they live. The novel touches on the main pressing problem of the last century: the relationship between peasants and landowners. And with the help of the peasant revolt led by Vladimir Dubrovsky, Pushkin very fully shows the picture of injustice and oppression of the peasants by the landowners. Forced robbery But it is difficult to call Vladimir Dubrovsky a like-minded peasant and their protector. He is driven only by a feeling of revenge for the insult that Troekurov inflicted on his father. The theme of the novel “Dubrovsky” is how lawlessness can affect a person’s fate. Vladimir became a robber involuntarily, and not out of conviction. He was forced to become a rebel, thereby challenging society. However, this challenge was not a solution to the situation. This did not bring anything good to the lives of the heroes. The protest put forward by Vladimirov Dubrovsky was the only form of self-defense possible at that time. Thus, the hero is trying not to become the same as Troekurov. He asserts himself as a person. But all changes occur only in the fate of the hero, without affecting his character. Lack of evolution in inner world, Pushkin believes main reason the defeat that Dubrovsky suffered in his endeavors. To summarize, it can be argued that Vladimir is a victim of circumstances. He is a stranger to the peasants. He found himself beyond the line of the law, beyond the line of love. And he cannot correct the situation and return to his former life and status.
The novel “Dubrovsky”, written by A. S. Pushkin in 1833, was and remains one of the main works of Russian literature. Despite the fact that the action takes place in the early 19th century, it has not lost its relevance today. The main point The works “Dubrovsky” are a contrast between two worlds - the landowner and the peasant.
Revenge as a social protest in the novel "Dubrovsky"
The son of a provincial landowner, after the death of his father, is illegally deprived of his home. He leads a revolt of the peasants of his estate and becomes a robber. Revenge is the main goal of his life. However, the author idealizes the image of Vladimir. He appears before the reader not as a simple robber, but as a fighter for justice. He is smart, kind, brave, handsome. All his actions, the fight against injustice, the awakened love for the daughter of his enemy, do not leave indifference in the reader’s heart.
All the actions and characteristics of the main characters of the novel “Dubrovsky” are explained by the time in which they live. The novel touches on the main pressing problem of the last century: the relationship between peasants and landowners. And with the help of the peasant revolt led by Vladimir Dubrovsky, Pushkin very fully shows the picture of injustice and oppression of the peasants by the landowners.
Forced robbery
But it is difficult to call Vladimir Dubrovsky a like-minded peasant and their protector. He is driven only by a feeling of revenge for the insult that Troekurov inflicted on his father. The theme of the novel “Dubrovsky” is how lawlessness can affect a person’s fate. Vladimir became a robber involuntarily, and not out of conviction. He was forced to become a rebel, thereby challenging society. However, this challenge was not a solution to the situation. This did not bring anything good to the lives of the heroes.
The protest put forward by Vladimirov Dubrovsky was the only form of self-defense possible at that time. Thus, the hero is trying not to become the same as Troekurov. He asserts himself as a person. But all changes occur only in the fate of the hero, without affecting his character. Pushkin considers the lack of evolution in the inner world to be the main reason for the defeat that Dubrovsky suffered in his endeavors.
To summarize, it can be argued that Vladimir is a victim of circumstances. He is a stranger to the peasants. He found himself beyond the line of the law, beyond the line of love. And he cannot correct the situation and return to his former life and status.
Work test
MBOU "Sizinskaya OOSH"
Teacher: Glazkova Irina Borisovna
Mubarakshina Gulnara Rashitovna
Literature lesson plan in 7th grade on the topic
"Moral and social problems in the novel by A.S. Pushkin "Dubrovsky"
Lesson objectives:
Educational:
To teach the ability to compile characteristics of the characters in a story;
Form a primary idea of the novel; the ability to identify the problems of a work of art using the example of the novel by A.S. Pushkin “Dubrovsky”; to help students identify the author’s attitude towards the characters of the novel;
Learn to analyze the plot of a work of art;
Provide repetition of literary theory: conflict, portrait, problematic, main idea.
Developmental: develop:
Reading skills
Ability to establish a cause-and-effect relationship between the events of a work,
Annotated reading skills
Skills research work with text.
Educators: educate:
Noble personality traits
A feeling of hostility towards meanness, despotism, dishonor.
Literary theory: novel (primary ideas), author's attitude to the heroes.
Speech development: expressing your opinion
Lesson type: repetition of learned material
Methods of organization educational activities students: verbal, practical, independent work, inductive, productive and reproductive method.
Forms of organizing students' educational activities: individual, group.
№ p/p | Lesson stage | Teacher activities | Student activities | Target | Time |
Organizational | Good morning, Guys. Greet each other. Today we will remember Pushkin’s novel “Dubrovsky” | Create a positive emotional atmosphere | |||
Goal setting | Name the heroes you are talking about we're talking about in these passages 1. “His wealth, noble family and connections gave him heavy weight in the provinces where his estate was located. The neighbors were happy to cater to his slightest whims; provincial officials trembled at his estate..." 2. This..., a retired lieutenant of the guard, was his closest neighbor and owned seventy souls...” | Student answers: K.P. Troekurov and A.G. Dubrovsky. Pupils No. 2 of the first (1st question) and second (2nd question) teams answer. | Test your knowledge of the text | ||
Time round robin. Tell your team which episode from the novel “Dubrovsky” you most remembered or liked | Students answer within 15 seconds, starting with participant number 3. | ||||
Updating students' subjective knowledge. | Conairs There are 2 corners before you: those of you who believe that Dubrovsky positive hero the novel goes to the right corner, and whoever thinks it is negative goes to the left. How did you understand your partner's point of view? | Students are divided into corners, each finds a neighbor from their corner and explains their point of view (15 seconds). Mix it up. Find a pair from another corner. Prove your point. | |||
What unusual and noble topic does the author touch upon in the novel? How do you understand the expression " noble robber»? In what works of art is the theme of “noble robbery” encountered? | They go to their places. The teacher asks questions. Students number 1, 3,4 answer | ||||
Repetition of material | Freier model. Let's make a profile of old friends Dubrovsky and Troekurov. Rough plan story: 1. Origin of the hero. 2. How life turned out in the past. 2. Financial situation at the time of action in the novel. 3. Hobbies. 4. The attitude of surrounding people towards the hero. 5. Behavior during a quarrel. 6. Behavior during the trial (slide 2) | Drawing up characteristics of heroes within 2 minutes. The teacher distributes ready-made sheets. The teacher asks: the student number __ is reading. | Developing the ability to analyze the plot of a story, compose characteristics of characters | ||
Repetition of learned material. | Quiz-quiz-trade Write a question about the novel “Dubrovsky” on cards. Write down the answer below and close it. | Move around the office. Find a couple not from your team and ask a question. Answer his question. Exchange cards. Find the next pair. Go around 4 people. Take your seats The teacher interviews several people. | |||
Work in pairs. Explain to your shoulder partner. How do Dubrovsky and Troekurov feel about the quarrel? | Sample student answers: (15 seconds) A.G. Dubrovsky values his human dignity, honor, does not tolerate insults and insults, does not want to bow to his rich neighbor, although he knows his strength and power. K.P. Troekurov - cannot allow someone to act not according to his will, does not show due honor and respect to others, demands only respect for himself, cannot tolerate comments from the poor, even nobles. | Development of the ability to draw conclusions | |||
Physical education minute. | |||||
How do you understand the words self-esteem? Choose concepts that are opposite in meaning. | Student answers: servility, ingratiation, flattery. | Vocabulary enrichment | |||
Answers on questions. 1. Describe the life of V. Dubrovsky in the city. 2. How did Vladimir take the news of his father’s illness? 3. Tell us about the meeting of young Dubrovsky with his father. 4. What conclusion can we draw about Dubrovsky’s life in St. Petersburg? 5. At what point did V. Dubrovsky change? (after father's death) 6. What feelings did Vladimir have after his father’s death? 7. When does he decide to burn down his native estate? 8. Who took part in the arson? | Compiling a story about the life of V. Dubrovsky. | Developing the ability to write a story about the hero of a work | |||
Checking the initial understanding of the material | What moral problems are addressed in the novel by A.S. Pushkin? What is the main idea of the novel? What did A.S. want to tell us, the readers? Pushkin? | Formulating the themes and main idea of the work: The dignity of the individual, his morality, is valued less than the dignity of the nobility of the family. But wealth doesn't make people better people. | Developing the ability to determine the main idea of a work | ||
Control stage | Mini test (slide): 1. What determines the actions of Vladimir Dubrovsky? A. The desire to take revenge on Troekurov. b. The desire to raise a peasant revolt. V. The desire to be rich. 2. What are the main moral problems of the novel “Dubrovsky”? A. In the fight between Dubrovsky and Troekurov. b. In contrast between justice and lawlessness. V. In an effort to capture Kistenevka. | Performance test tasks. Peer review. | Determining student learning | ||
Homework | Optional task (slide): A) Prepare a story about Deforges. B) Retelling the episode “In a cage with a bear...” IN) Creative task: write an essay-reasoning “As I understand what honor and dishonor are” | Record homework | |||
Summing up the lesson | Name the piece that was repeated in class. What issues are addressed in the novel? What is the main idea novel? | Working with a cluster. Moral: corruption, betrayal, love, robbery. | Summing up the work |
Zubenko Olga Viktorovna
Job title: teacher of Russian language and literature
Educational institution: MOBUSOSH No. 89
Locality: Sochi
Name of material: methodological development lesson
Subject: Moral issues novel by A.S. Pushkin "Dubrovsky"
Publication date: 24.08.2017
Chapter: secondary education
Technological map of a lesson in 6th grade on the topic “
Moral problems of the novel by A.S. Pushkin “
Dubrovsky"
literature. UMK edited by G.S. Merkin
Lesson topic.
TECHNOLOGICAL LESSON MAP.
Subject LITERATURE
UMK Edited by G.S. Merkin
Lesson topic: Moral problems of A.S. Pushkin’s novel “Dubrovsky”
1.Create conditions for the development of positive motivation for learning.
2. Organize student activities to consolidate knowledge of A. S. Pushkin’s novel “Dubrovsky”.
3. To develop students’ abilities to correctly formulate their thoughts in the process of solving educational problems,
improve students' skills in working with text
4. To form through the lesson the moral and aesthetic ideas of students, an adequate attitude towards
moral values
5. Form the UUD:
cognitive UUD: search and selection of necessary information, conscious and voluntary construction
speech utterance in oral form, free orientation and perception of artistic text
works, semantic reading;
personal UUD: self-determination, moral and ethical orientation, ability to self-assess one’s
actions, deeds;
regulatory UUD: goal setting, planning, self-regulation, highlighting and students’ awareness of
what has already been learned and what still needs to be learned;
communicative educational activities: planning educational cooperation with the teacher and peers, following the rules
speech behavior, the ability to express and justify one’s point of view.
Planned educational results
Subject
Metasubject
Personal
Understanding the Key Issues
reflected in the novel.
Understanding the connection between the novel and the era
its writing, identifying
morals embedded in it
values and their modern
sound.
Formation of the skill of meaningful
reading and adequate perception.
Ability to analyze literary
work
Cognitive UUD:
search and selection
necessary information,
conscious and voluntary
construction of speech
oral statements
form, free
orientation and perception
Regulatory UUD:
goal setting,
planning,
self-regulation, excretion and
student awareness
what has already been learned and what
still needs to be learned.
Communicative UUD:
educational planning
cooperation with the teacher and
Formation by means of a lesson
moral - aesthetic
student submissions,
adequate attitude towards
moral values (friendship,
nobility). Personal UUD:
self-determination, moral
ethical orientation, ability
to self-assessment of one’s actions,
actions.
peers, following rules
speech behavior, skill
express and justify your
point of view.
Cognitive: form
the concept of "moral
Problems"; test knowledge
work of art,
summarize the material studied.
Developmental: develop
mental-speech
student activities, skills
generalize, logically correct
express your thoughts.
Educational: develop
system of value relations in
society.
Lesson type: lesson of generalization of knowledge
Equipment: projector, interactive whiteboard.
Visual demonstration materials: task cards
Technologies used: collective learning technology, health-saving technologies,
technology of critical thinking.
Forms of work: individual, collective.
Teaching methods: verbal, partially search.
New concepts and terms: moral
ORGANIZATIONAL STRUCTURE OF THE LESSON
STAGE 1. Entering into the topic of the lesson and
creating conditions for conscious
perception
new
material
DURING THE CLASSES
Formation
specific
educational
result/group
results
Ability to lead
dialogue. Start and
end
conversation in
According to
standards, format
Greetings.
Formation of groups based on proverbs.
Students were given cut proverbs on the topics: friendship, love,
honor, justice
Each group names the topic of their proverbs.
Assignment: Draw a logo for your group according to your theme
Children protecting their emblems.
Teacher's word. What do all these words have to do with the novel? (answers
students)
Considerations
cluster.
Central
cluster
to be completed at the end of the lesson)
Main type of educational activity
students, aimed at developing
of this educational result
Form of organization
student activities
Individual
Group
Functions/role,
main types
teacher's activities on
at this stage
Preparation
class to work
Teaching methods,
techniques, techniques
psychological
What is
real
Honor, ots.
Moral
e problems
Justice and
injustice
Devotion
feeling of duty.
mood, gaming
STAGE 2. Organization and self-organization
students during further
assimilation
material. Organization of feedback
Each group works with its own problem, answering the question:
How this problem is solved by Pushkin in the novel.(The groups were given
sub-questions that guide their reasoning.)
Group 1 What is true friendship?
1. Who is to blame for the quarrel - Dubrovsky or Troekurov?
2. Does Troekurov survive the quarrel? Where can you see this?
3. Why is Dubrovsky insolent? He didn't know how they lived before
Troyekurov’s peasants, didn’t know the extent of his friend’s wealth?
4. Is Dubrovsky going through a quarrel? What feelings do they have?
5. How does a quarrel develop into hostility?
5. Describe Troekurov’s experiences when he goes to make peace with
Dubrovsky.
Can the friendship between Dubrovsky and Troekurov be called
real?
Formation
specific
educational
result/group
results
Ability to discuss and analyze
text in terms of content.
Ability to work in a group, listen
each other
2nd group
Justice and injustice - what does it depend on?
What episodes of the novel made you think about these
questions.
1. Describe the behavior of judges during the trial (verbal drawing.)
2.Describe
behavior
Shabashkina
Troyekurov? (verbal drawing)
3. Why didn’t Dubrovsky win the trial?
4. Was Troekurov happy with the outcome of the case? Prove it with text. What is it for?
then started it?
Conclusion: Why does the humanity that has awakened in Troekurov not
won victories
over the real laws of life?
the way of life destroys people deprived of position and rights).
3rd group. Analysis of the problem of love
1.What is a person capable of in his desire for revenge?
2.What can stop him?
3.Who in the novel was stopped by love?
4. Did Vladimir love Masha? Prove it with text.
5. Did Masha love Dubrovsky?
How did your love for Dubrovsky arise? What was the attitude
reacted to the news that Dubrovsky and Deforge
the same face? Why did she hesitate
with the request
Why didn’t Masha accept freedom from Dubrovsky’s hands?
How did Pushkin react to Masha’s decision?
To justify their opinion, students are asked to draw up
condensed retelling of the montage of scenes for expressive reading on
New tutor.(chapter 8)-chapter 8 from the words “This teacher..to..unexpected
Main view
activities
students,
aimed at
formation
of this education
body
result
Work with the textbook, highlight
The main thing. Perform the simplest
research (select, compare,
compare), generalize.
Form of organization
activities
students
Group, individual.
Functions/role,
main types
activities
teachers at this
Reveals the level of knowledge.
Activates students' knowledge
creates a problematic situation.
Teaching methods,
techniques, techniques
Critical Thinking Technology
In this way she received a completely new concept about him.”
“Masha fell in love with him”(chapter 8) from the words “Kirilla Petrovich
entered amazed until the end of the chapter.
Bal.(10gl
) from the beginning of the chapter to the words “….the young ladies mockingly
they noticed him"
"All
loved
young
teachers"(
11ch) from the words “Dubrovsky,
having taken possession of the Frenchman’s papers” to the words “... in the absence of the boss”
“I need to talk to you” (chapter 12) to the words "Between"
so the Frenchman was not found"
Letter
(beginning 14
chapters) to the words “Kirilla Petrovich was not
Kirillovna
took advantage
permission to leave."
“I know everything” chapter 15.
"Now
late"
(18ch) from the words “The ritual was over” to the end
STAGE
3.Speech
groups.
The main type of training
student activities,
aimed at
formation of this
educational
result
Distribute functions and roles in
group work, create
performance
Student performances. Each group speaks
1 person.
Functions/role,
main types
teacher's activities on
at this stage
Establishes awareness
perception
organizes
application activities
new knowledge.
Teaching methods,
techniques, techniques
Critical technology
thinking
STAGE 4. Checking the results obtained.
Correction
Activities
students for
verification of received
educational
results
Exercise self-control and
adjusting the progress of work and
final result
Students mark the successful answers of their classmates,
evaluate them.
Control methods
Self-esteem, mutual assessment
Correction methods
Error correction
Form of organization
student activities
Carry out self-assessment
own creative work And
the work of his comrades, and
correlate the goal and results,
the degree of their compliance.
Functions/role,
main types
teacher's activities on
at this stage
Organizes activities for
Analysis and self-analysis of students
Teacher. Guys, what do you think are the questions we
Did they look at you today, did you care about Pushkin?
Do they worry you?
Why they worried people in the 19th century, they still worry people in the 21st
century? (is this moral laws life, moral
Problems)
What can happen to a person if he violates
these laws?
Do you think Troekurov was worried about this?
Filling the central part of the cluster.
STAGE 5. Summing up, homework
Reflection on what has been achieved or not achieved
educational results
Did you like or dislike the lesson?
What did you find difficult?
Continue the sentence:
This lesson helped me understand...
In this lesson I became convinced that...
During the lesson I was... because...
Have you drawn any conclusions for yourself? What have you learned?
The problem of good and evil has been and remains very relevant in the history of Russian literature. This topic begins its development with oral folk poetic creativity- fairy tales, epics, legends. In many works of folklore, a good hero fights or grapples with an evil rival or enemy and always wins, good always triumphs. A. S. Pushkin in his novel “Dubrovsky” (1832-1833) complicates this problem. And in this work we wanted to show how ambiguously the author solves this problem. And although the work is based on a case that was quite typical for relations between landowners and for judicial arbitrariness that existed at a time when, using his influence, a strong and rich landowner could always oppress a poor neighbor and even take away his property legally belonging to him, no in the novel there is a purely good and a purely evil character. This is what we will try to prove.
At first glance, the “villain” in the novel is the landowner Kirill Petrovich Troekurov. There can be no doubt that Troekurov is the personification of all vices: gluttony, drunkenness and fornication, idleness, pride and anger, rancor and stubbornness thoroughly corrupted his soul. He started a low and dark business: he decided to take away the estate from his former friend Andrei Gavrilovich Dubrovsky because he demanded an apology from the huntsman Paramoshka for insulting him and for not following Troekurov’s order to return immediately. Troekurov considered himself insulted by the fact that they were demanding an apology from him. “In the first minute of anger, he wanted to launch an attack on Kistenevkur with all his servants, destroy it to the ground and besiege the landowner himself in his estate - such feats were not unusual for him.” But then he chooses the lowest method. Why is he doing this? He did not pursue selfish goals when he wanted to take possession of Kistenevka. He wanted to create such conditions for his former friend that he would become dependent on him, humiliate himself in front of him, he wanted to break his pride, trample human dignity. By the way, it should be noted that the serfs were a match for their landowner. “Troyekurov treated the peasants and servants strictly and capriciously, but they were vain about the wealth and glory of their master and, in turn, allowed themselves a lot in relation to their neighbors, hoping for his strong patronage.” Suffice it to remember that it was the huntsman Paramoshka who turned out to be the culprit in the quarrel between Troekurov and Dubrovsky.
When the court ruled in favor of Troekurov, the “villain” should have only rejoiced at the victory, but the opposite happens: “Dubrovsky’s sudden madness had a strong effect on his imagination and poisoned his triumph.” Why does Troekurov react this way? Having analyzed his image, we find in him the makings of nobility and generosity. Despite the difference in wealth, he respects and loves his old comrade Dubrovsky, expresses his intention to marry his daughter Masha to Dubrovsky’s son Vladimir, plans to make amends for his injustice and return the taken away estate to old Dubrovsky. Thus, we see that he is characterized by human impulses. Pushkin writes: “He was not selfish by nature, the desire for revenge lured him too far, his conscience grumbled. He knew what condition his opponent was in, old comrade his youth, and victory did not please his heart.” In Troekurov’s soul there is a struggle between base and nobler feelings. “Satisfied revenge and lust for power” struggled with attachment to an old comrade. The latter won, and Troekurov headed to Kistenevka with the “good intention” of making peace with his old neighbor, “destroying even traces of the quarrel, returning his property. Unfortunately, he did not have time to do this. The sick Dubrovsky died at the sight of his friend.
We see that Troekurov had good inclinations, but they all perish in the atmosphere in which he lives: everyone indulges his whims, he never encounters resistance from anyone. “Spoiled by everything that surrounded him,” says Pushkin, “he was accustomed to giving full rein to all the impulses of his character and all the ideas of his rather limited mind.” He acquired this power over people thanks to his wealth. And this unlimited power over the people who belong to him turns him into a despot, a tyrant.
Pushkin seeks to show that wealth does not make people better. Impunity makes Troekurov a vengeful, cruel and soulless person. And the best human traits Troekurov take on ugly forms. He destroys Dubrovsky only because he dared to contradict him; Despite all his love for his daughter, he, on his whim, gives her in marriage to the old Prince Vereisky. Troekurov is a typical serf-owner, vicious and ignorant.
There is a lot of evil on him, but this time it was not he who struck the match.
The antithesis of Troekurov in the novel is the “kind” landowner, old man Dubrovsky. The same noble breed is evident in him, only in different forms. Poverty (relative, of course) not only does not reduce, but also exacerbates noble pride. However, we see that in a clash with Troekurov, in essence, he is the attacking party, since the first one hurt him: the hunter himself, “he could not resist some envy at the sight of this magnificent establishment” of his rich neighbor and told him a taunt.
Dubrovsky, who according to the scheme should have been completely virtuous, in fact was himself in many ways the same as Troekurov, with whom “they were somewhat similar in character and inclinations.” Without deluding himself at all about his hero, Pushkin is extremely frank with the reader about the motivation for his behavior. Dubrovsky’s small fortune did not allow him to keep many dogs, for which he was a great hunter, and therefore he “could not resist some envy” at the sight of Troekurov’s kennel. His “severe” answer is not dictated by directness of character or sympathy for Troekurov’s serfs, but by banal envy and the desire to at least somehow belittle Troekurov’s superiority over himself.
This is how this scene is described in the novel. “Why are you frowning, brother,” Kirila Petrovich asked him, “or don’t you like my kennel?” “No,” he answered sternly, it’s a wonderful kennel, it’s unlikely that your people will live the same as your dogs.” Pushkin repeatedly emphasizes that Dubrovsky and Troekurov were old friends, which means that Andrei Gavrilovich knew his comrade well, knew his wayward character, could imagine where this would lead, but, nevertheless, could not resist harsh words. Thus, it was he who provoked the quarrel.
The final break between friends followed when it was Dubrovsky, true to his firm noble rules, who demanded that Troekurov’s huntsman be sent to him to punish him for his daring answer (“We, thanks to God and the master, don’t complain about our lives, and what’s true is true, It would not be a bad thing for another nobleman to exchange his estate for any local kennel. He would have more food and warmth").
The quarrel that arises from trifles grows and ultimately leads to dire consequences, both for the old man Dubrovsky himself and for the young heroes of the story - Vladimir and Masha. But, with all the compassion for his position as a destitute and robbed man, it is still impossible not to note that it was not despair and grief that darkened his mind, but uncontrollable anger. Suffice it to recall his behavior at the trial. : he “stamped his foot, pushed the secretary with such force that he fell, and, grabbing an inkwell, threw it at the assessor.”
Yes, myself main character works Vladimir Dubrovsky is an ambiguous, complex personality. In St. Petersburg, he lived as most of his fellow officers lived: he played cards, allowed himself “luxurious whims,” and did not think about how his father managed to send him more money than he could have expected. But at the same time, Vladimir loves his father (“the thought of losing his father painfully tormented his heart”). Having received news of his father’s illness, he, without hesitation, hurries to Kistenevka.
Because of Troekurov, Vladimir lost his father, lost his home, estate, and livelihood, so he could not return to the regiment. Then Dubrovsky plotted to take revenge on his enemy (and revenge was never positive feature character). He became the ataman of the peasants, who were afraid of the tyranny of the new master: “he sometimes has a bad time with his own people, but if they get strangers, he will not only tear off their skin, but also their meat.” He provided military leadership and maintained discipline. And the peasants supported the young master, because only in him they hoped to find at least some kind of protection. “We don’t need anyone but you, our breadwinner. Don’t give us away, and we’ll stand for you.” It is characteristic that in the depiction of Pushkin, the more humane and generous master and peasants are better, more humane, they have more self-esteem and independence.
They become robbers, but exactly the kind of robbers that are sung about in folk songs: they do not kill anyone, but only rob the rich, and the sympathy of the people is on their side. So far they see no other way out for their protest and anger. Robbery for them is the only possible path.
From the description of the bandit camp, you understand that the ordinary nature of their activities and peaceful life indicate that Pushkin did not seek to show a “nest of villains”; the fortress, surrounded by a moat and a rampart on which a guard sits next to a small cannon, suggests that Dubrovsky used his knowledge of military affairs and trained his accomplices in combat.
Like-minded people of Dubrovsky also sympathized with the personal fate of their young leader: the loss of his father, sudden poverty, unhappy love. Let us remember that Vladimir and his accomplices took money and property only from the rich, that he did not shed a single drop of blood, and did not offend anyone in vain. The landowner Globova spoke about the nobility of the “robber” Dubrovsky, who “attacks not just anyone, but famous rich people, but even here he shares with them, and does not rob completely.”
Vladimir Dubrovsky, proud, who valued his noble honor just like his father, repeatedly proved capable of Noble act: because of his love for Masha Troekurova, he refused to take revenge; he showed generosity when he ordered his accomplices not to touch Vereisky.
Very important place occupies the penultimate chapter in the novel. Thanks to this chapter, the triumph of good over evil, not accomplished in the plot, is accomplished in the souls of readers. Before us is Pushkin’s beloved female image- a pure, meek soul, weak in its defenselessness and strong in its virtue. It is easy to offend her, to cause harm, but it is impossible to force her to pay for her happiness with someone else's misfortune. She will endure any torment, except the torment of conscience. “For God’s sake,” Masha implores Dubrovsky from the crime against the prince, “don’t touch him, don’t dare touch him. I don’t want to be the cause of some horror.” And his promise reflects her moral height: “Never will a crime be committed in your name. You must be pure even in my crimes.”
But Vladimir Dubrovsky is a nobleman, brought up in noble prejudices, therefore, in his attitude towards the members of the gang, at times there is a lordly disdain, similar to contempt. This is especially evident in his last speech addressed to his accomplices: “but you are all swindlers and probably will not want to leave your craft.” The author seems to be telling us: Vladimir was mistaken in believing that his “comrades” would not give up robbery. It can be assumed that most of them were sincerely attached to Dubrovsky, so they will do as he tells them, as the last lines of the story tell us.
Thus, we see that Vladimir is not an ideally “evil” or ideally “good” character.
The complexity and depth of the theme of good and evil in the novel can also be traced by analyzing individual images of peasants. One of the most living images among the peasants is the blacksmith Arkhip. The spirit of rebellion and rebellion awakens in him first; he acts independently of Vladimir, not young Dubrovsky, but it is Arkhip who speaks out against the unfair verdict of the court and he is the first to take up the ax. Arkhip locks the clerks in during a fire, and they die through his fault. This cruelty is generated by the long-accumulated resentment of the people. And, it is characteristic that already in the next episode Pushkin shows humanity and spiritual beauty of this Russian peasant: at the risk of his life, the blacksmith Arkhip saves a cat that found itself on a burning roof: “Why are you laughing, you little devils,” the blacksmith said angrily to the boys. “You are not afraid of God: God’s creation is perishing, and you are foolishly rejoicing,” and, placing the ladder on the fire roof, he climbed after the cat.”
Conclusion.
Having analyzed the character traits of the main characters of the novel from the point of view of the manifestation of good and evil in their actions, we determined that all the characters are very complex individuals. Each of characters bears signs of his social affiliation and is depicted in the novel with the greatest artistic perfection. Thanks to this, the story gives a broad social picture, written with deep realism.
Thus, from all that has been said above, we can conclude that the problem of good and evil, posed and solved in the novel “Dubrovsky”, is artistic device in the depiction of the characters of the novel, which helps to imagine the life of Russia in the mid-nineteenth century in all its diversity.