Social structure of ancient Indian society. Ancient Indian model of consciousness - modern interpretation
Goy, my Rus' native analysis poems by Sergei Yesenin
Plan
1. History of creation
2.Tropes and images
3.Size and rhyme
4.The meaning of the poem
1. The history of the creation of the poem. was an avid traveler, visited many countries of the world. But he always returned to Russia: native home his is located there, and it is dearest to him most of all.
Despite his glorification of the Fatherland, Yesenin was not a romantic idealist. He perfectly saw the negative sides of life in his country. But the poet forgave all the shortcomings of the country. He knew very well about the servility of the people, and about embezzlement among officials, hypocrisy and tyranny among landowners, the constant drunkenness of men, and the poor quality of roads.
Being married to an American, Yesenin had every chance of staying overseas. But he preferred Russia to foreign countries. Sergei Yesenin dedicated most of his poems to the Motherland and native nature. Many of his works are imbued with love for native land, Yesenin’s ability to find beauty in everything is clearly expressed.
2. Paths and images. The poet's homeland is a Russian village with many peasant houses. The poet felt part of nature and found inspiration in it. The poem “Go away, Rus'” can be considered a declaration of love for your native land. Despite all its shortcomings, Yesenin’s Motherland is a temple where everyone is able to return to their spiritual roots. He incredibly clearly demonstrates the contrasts of the Russian land - beauty and wretchedness, the kindness of people and the drunkenness of men, faith in God and the deification of the Tsar. But the life of the peasants seems to him more correct and consistent than his own. That is why he appreciates the Russian village, complementing its image Apple Spas, and the girls’ laughter compared to earrings.
He loves peasants for honoring the traditions of their ancestors and for being content with what they have. The poet tends to animate all living things, and here he does the same. He addresses Russia as to a loved one. There are dialectisms here (the round dance is called korogod) and the presence of church vocabulary (Savior; huts - in the vestments of the image; holy army). The whole picture is recreated through the lens of a “passing pilgrim.” Many techniques implemented by the author help you feel like you are in the village after a church service. The whole range of sound creates an atmosphere bell ringing. Even herself village hut resembles a temple. And the comparison of a village with a temple is the most important image in the poem.
The poet plays with flowers. Xin seems to be staring into his eyes. He sees the Russian land as clean and blue. This image was associated with the surface of water and especially with heaven. But the poet only hints at the abundance of golden color. It is present in the form of honey, and apples, and harvested fields, and thatched roofs.
3. Size and rhyme. The poem itself is melodic, it consists of five quatrains; trisyllabic meter - anapest. The rhyme here is cross.
4. The meaning of the poem. The poem is focused on the future tense throughout its entire length. Lyrical hero The author is going on a journey to explore the vast expanses of his native lands. The lyrical hero is happy, living in harmony with nature. He doesn't need any other happiness. Yesenin's lyrical hero is a village, curly-haired, cheerful boy with an accordion who sings songs about his native land.
By the time he wrote the poem “Go away, my dear Rus'...” in 1914, Sergei Yesenin had already gained fame as a famous Moscow poet. He achieved poetic fame, among other things, thanks to poems on the theme of the Motherland, to which he dedicated most works.
The main theme of the poem
The image of Rus' for Yesenin is his village world, which the Moscow mischievous reveler has already managed to yearn for, is the world of rural life and rural nature. The houses “smell of apple and honey”, “near the low outskirts the poplars are loudly withering.” This is the gray beauty of central Russia, but for every village corner and for every bump Yesenin finds a bright word. Critics note that in reality the phenomena described by the poet are much more boring and dull than the poetic descriptions he selected. Yesenin merges with nature, draws strength and inspiration from the village.
In the poem the poet refers to the past village life, trying to revive the life-giving sensations that he experienced while walking in Russian forests and meadows, while working and contemplating. main topic poems - love for the Motherland, the desire to feed on this love, breathe it in, experiencing the past, and radiate it in return. In his poetic return to his homeland, Yesenin sees himself as a “passing pilgrim,” as if he were on his way to some shrine, rushing to bow to it and reverently touch it, dreaming of spiritual healing. Rustic Rus' is associated with a large temple, bright and clear.
The poem is imbued with a bright love for Rus', the emotions are bright and joyful. The colors are bright, shiny: gold (“huts are in the robes of the image”), blue (“blue sucks the eyes”), “green lech”.
The mood of the poem is festive: it is both the joy of a date and a holiday in the village - the Savior with girlish laughter and dancing in the meadows.
In the last stanza, Yesenin hints that he has already visited many countries of the world, but nowhere was he as happy as in Russia. And even if he is offered to exchange his homeland not for another country, but for paradise, he knows that he will not find happiness in paradise - he needs his poor and rich, drinking, cheerful and crying, sublime and primitive, pious and blasphemous Rus'.
Structural analysis of the poem
The beginning of the poem is indicative - it is stylized as an address in dialogues in ancient Russian epics (“You are a goy, good fellow). “Goiti” in Old Russian meant a wish for health and prosperity. Everywhere vernacular, dialectisms showing the author’s reverent attitude towards his homeland: “ringing”, “korogod”, “lekh”, “privol”.
Bright poetic device, which the poet uses, is the personification of Rus'. The poet addresses the Motherland as if he is talking to it. The dancing is personified - it thunders, and the laughter - it rings, and the poplars - they “wither ringingly.”
The comparisons are extensive and multifaceted: “the huts are in the robe of the image,” “like earrings, a girl’s laughter will ring out.”
The landscape is metaphorical: the sky, which drowns the eyes, golden huts, trees rustling so that it seems as if they are ringing, not a trodden path, but a “crumpled stitch.”
The rhyme is cross, even and odd lines rhyme with each other. The rhyme is used alternately: in even lines it is feminine, in odd lines it is masculine.
The meter used by the poet is trochaic pentameter, it gives the poem a decisive, bold rhythm, and the closer to the end, the more decisive the poet is - he realizes that the main thing for a person is love for native land, which he absorbed with his mother’s milk and which is life-saving for him at any turn in life.
3. Solve the problem: Citizen O filed a claim against Citizen N in the court of Cholet for recognition of a child allegedly born from him on December 1, 1818. Citizen N categorically refused to recognize the child as his own, citing the fact that in the period from 5 to On May 18, 1818, he was in the intensive care unit of the Cholet hospital, as evidenced by the documents presented. Justify the court's decision in accordance with the French Civil Code early XIX V.
4. Solve the problem: Gustav Plisonnier, who got rich from military supplies, decided to decorate his house with a collection of valuable art objects. For a lot of money, in the summer of 1804, he purchased a Watteau painting from an antique dealer, but soon found out that the amount he paid was almost twice as much as the swindler-antique dealer himself had bought this painting for from an impoverished woman. noble family. What decision will the French court make on the claim of Monsieur Plisonnier, according to the French Civil Code of 1804?
In preparation for the first question, it is necessary to find out what actions in Ancient Rome were considered crimes, which distinguished them from private law torts, which of the criminal offenses are mentioned in the “Laws of the XII Tables”. Next, it is necessary to determine what types of punishments were provided for Roman law, principles of sentencing, whether the principle of talion was used in this case, whether it influenced the severity of the punishment social status victim and criminal, whether guilt was taken into account, forms of complicity, relapse.
In the second question, it is recommended, based on an analysis of constitutional norms, to draw up a diagram “System of organs state power and management”, accompanying it with a commentary on the order of formation (how they are elected, appointed; by whom; for what period) and functioning (powers and interaction among themselves). It is also necessary to clarify the issue of the form of the state (form of government, form of political regime, form of government).
To resolve the case, it is necessary to familiarize yourself with the basic provisions of the French Civil Code of 1804, especially in relation to matrimonial and civil procedural law.
Option 15
1. Present the characteristics of the legal status of the main population groups according to the “Laws of Manu”.
2. Draw a schematic diagram of the state mechanism of the “Third Reich” in Hitler’s Germany.
3. Solve the problem: Citizen M and his son were walking along the river embankment. The Seines of Paris. M slipped, awkwardly waved his hand, which was holding a walking cane, and with the tip of the cane pierced the neck of his son, who died there. The jury sentenced M to death penalty, citing Articles 13 and 302 of the French Criminal Code of 1810. The prosecutor's office challenged this decision. Who is right?
4. Solve the problem: Having finally quarreled with her sons Pierre and Louis, the widow of a wealthy wine merchant Francoise Cherpentier in her hearts made a new will, in which she declared her only heir illegitimate son Jacques. Naturally, after the death of their mother, the legitimate children challenged the will in court. What decision must the court make according to the French Civil Code of 1804?
To answer the first question, it is necessary to determine the division into which social groups The Laws of Manu are considered the most significant for public life? Why did varna differences rather than class differences come to the fore in Ancient India? Next, we should give a description of the origin of the varna system, the order of acquiring varna status, and the hierarchy of varnas. When analyzing articles that define legal status various varnas, it is necessary to pay attention to the rights and privileges, as well as restrictions on the type of activity, participation in legal relations, public and economic life, legal liability. In this case, special attention should be paid to the characteristics of slavery in Ancient India and determine why it did not become as widespread as in other countries?
On the second question, based on an analysis of the recommended literature and on the basis of legal acts, a diagram “System of public authorities and management” should be drawn up, accompanied by a commentary on the order of formation (how they are elected, appointed; by whom; for how long) and functioning (powers and interaction with each other ). It is also necessary to determine the reasons for the establishment of the fascist regime.
To resolve incidents, we recommend that you carefully read the provisions of the French Criminal Code, especially those relating to types and groups of crimes, as well as the French Civil Code of 1804, which deals, among other things, with issues of family and inheritance.
TH SEMESTER
An important stage in studying the course “History of State and Law foreign countries"is writing a test on this subject.
Test work should activate self-study student of a course on the history of state and law of foreign countries and test his ability to apply the acquired knowledge to solving specific legal issues.
The test consists of two types of tasks: writing an essay on the proposed topic and solving two problems (cases). From the five options offered, you need to independently select one option in accordance with the table. If, for various reasons, students have problems writing an essay on the proposed topic, then they can take a reserve topic (topic 6).
The test must contain clear, consistent, reasoned answers to questions.
Retelling material that is obviously unrelated to the topic of the incident is not necessary.
The work will be accepted subject to the study of the recommended primary sources. We need specific references to the relevant rules of law and other historical and legal documents.
The volume of the test is about 15 pages. It must be done neatly, be readable, without grammatical and stylistic errors. At the end there should be a list of references used, signed and dated.
The time for submitting work is indicated in the faculty curriculum.
Options tests
OPTION I
Case 1.
A thief was caught red-handed in a burgher's house. In court it turned out that this was his first time committing petty theft and did not have the funds to pay the victim a fine.
What sentence awaits him in Carolina?
Methodical instructions.
The immediate resolution of the case must be preceded by a description of criminal law according to Carolina. Special attention attention should be paid to considering such a category of crimes as crimes against property.
Literature
- History of state and law of foreign countries/ pod. ed. K.I. Batyr. M., 2008 Chapter 11, par. 5.
- Reader on the history of state and law of foreign countries / ed. K.I. Batyr and E.V. Polikarpova. M., 2008 T. 1
Case 2.
To the beginning of the Great french revolution the peasants of the village of Vacqueville were obliged to pay their lord Count N. a tax on their land plots and natural rent - champar. In August 1789, having learned that the National Assembly was finally abolishing the feudal order, the peasants destroyed Count N.'s archives, burned the documents where their duties were recorded, and refused to pay them. Count N. appealed to the authorities with a demand to take measures to suppress the unrest.
How will the issue of compliance with the legislation of the first stage of the revolution be resolved? When were feudal duties of the peasantry abolished in France?
Methodical instructions.
The answer to the questions of the incident requires the study and analysis of anti-feudal agrarian legislation, three stages of the ascending development of the Great French Revolution. You will find the necessary legal primary sources (in excerpts) in our “Anthology on the history of state and law of foreign countries.” In answering the first question of the incident, one should also use the decree of the National Assembly of August 10, 1789 on the suppression of unrest.
Literature
- History of state and law of foreign countries / ed. ed. K.I. Batyr. M., 2008. Chapter 17, par. 1.
- Reader on the history of state and law of foreign countries / ed. K.I. Batyr. M., 2008. - T. 2.
- Polikarpova E.V. Antifeudal agrarian legislation of the Great French bourgeois revolution. M., 1987.
According to legend, all the inhabitants of Ancient India belonged to one of the four Varnas. Belonging to Varna was determined by birth and inherited. What Varna is, what duties its representatives were supposed to perform, this presentation will help you find out.
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Presentation on the history of the Ancient World on the topic: “Varnas and castes in Ancient India” (5th grade) History teacher of Municipal Educational Institution “Secondary School No. 7” Artamonova I.A.
The objectives of the lesson are to reveal the features of the social structure of ancient Indian society; reveal the essence and ensure that students master the concepts of “Varna”, “caste”, show the main differences between these concepts; bring students to an understanding of what human society at all stages of its development, social inequality was characteristic, and even today there is a division of people into different groups; introduce students to the teachings of Buddha and the basic tenets of Buddhism; develop the ability to analyze historical source, extract the necessary information from it; develop in students the ability to use acquired knowledge when filling out comparative table; to form the ability to compare Varnas, identify the general and the special; develop the ability to generalize historical facts, draw specific conclusions; build skills independent work with historical material, developing the ability to clearly express one’s thoughts orally; form value orientations and beliefs based historical experience, show the injustice of social differentiation.
Varnas and castes in Ancient India
Lesson plan “Varnas and castes in Ancient India” The concept of “Varnas”. Features of the division of ancient Indian society into Varnas. Characteristics of Varna. Religion of Ancient India. The Legend of Buddha.
The structure of ancient Indian society VARNA Brahmins Kshatriyas Vaishyas Shudras castes castes castes castes castes castes castes
The concept of “Varna” Varna (Sanskrit वर्ण, varṇa, “quality, color, category”) is a group of people with certain rights and responsibilities that are inherited.
Indian Varnas Brahmins (Priests) Kshatriyas (Warriors) Vaishyas (Farmers) Shudras (Servants) Untouchables
Peculiarities of dividing society into Varnas: Members of Varna should not marry outside their Varna Similar, but less strict prohibitions apply to eating food Precisely established occupation Members of Varna from the day of birth and throughout their lives belong to this Varna, unless excluded from it for violating its laws, the transition from one Varna to another is impossible. The authority of the Brahmins
Characteristics of Varna Name Responsibilities of representatives of Varna 1. Priests (brahmanas) 2. Noble warriors (kshatriyas) 3. Farmers (vaishyas) 4. Servants (shudras)
"Laws of Manu". Brahmanas 1.31- And for the prosperity of the worlds, he (Brahma) created from his mouth, hands, thighs and feet a brahmana, a kshatriya, a vaishya and a sudra [respectively]. 1.87- And for the preservation of this entire universe, he, most luminous for those who came from his mouth, hands, thighs and feet, established special [duties and] occupations. 1.88- Thus, teaching and studying the Vedas, making sacrifices for oneself and for others, and giving and receiving [alms] he established for the Brahmanas. 1,100 – Everything that exists in the world is the property of a brahmana; due to the superiority of birth, it is the Brahmana who has the right to all this. IX, 317 - Brahman - learned or unlearned - is a great deity, as well as a great deity and fire, both used (in sacrifice) and unused.
"Laws of Manu". Kshatriyas 1.89- He indicated the protection of his subjects, as well as giving alms, sacrifice, studying the Vedas and moderation in pleasures for the Kshatriyas. X, 118 – A Kshatriya, who in extreme circumstances takes even a fourth part (of the harvest), and protects his subjects with all his energy, is freed from sin. X, 119 - His (the king's) true duty is victory; let him not flee when in danger; defending the Vaishyas with weapons, let him force them to pay the legal tax.
"Laws of Manu". Vaishya 1,90- Herding cattle, as well as giving alms, sacrifice, studying the Vedas, trading, usury and agriculture - for a Vaishya X,98 – Vaishya who is not able to exist (by fulfilling) his dharma (the rules of human behavior according to his social status) can exist according to the lifestyle of a sudra, (but) not performing things forbidden (to him) and turning away (from it) as best he can.
"Laws of Manu". Shudras 1.91- But the Lord indicated only one occupation for the Shudra - serving these castes with humility. X, 99- Sudra, who cannot perform the service of the twice-born and is threatened with the death of his sons and wife, let him live by crafts. X, 100 – (He must follow) those occupations of artisans, such various crafts, the performance of which is served by the twice-born. III, 13 - For a Sudra, a wife of only the Sudra caste is prescribed; for Vaishya - that and his caste; for a kshatriya - both of them, as well as his own; for a brahmana - those [three], as well as his own.
"Laws of Manu". “Untouchables” X,51 – The residence of the Chandals and Shvapachas (untouchables) is (should be) outside the village, the utensils used by them should be thrown away (by others), their property (should only be) dogs and donkeys. X .52 – Clothes – the robes of the dead, food (should be given to them) in broken dishes... X .53 – A person fulfilling dharma (rules of human behavior according to his social position) should not communicate with them...
Religion of India Buddhism Stupa - place of storage of relics of Buddha of the 6th - 5th centuries BC. e.
Buddhism VI - V centuries BC The founder of the religion - Buddha - Prince Gautama, lived in the VI century. BC. He left home and family to understand the essence of life and find a way to overcome human suffering. Buddha created his teaching
Do not do evil, do good, clear your mind of bad thoughts. He who does not do evil himself is not subject to evil. a great victory– over oneself Anger is overcome by the absence of anger, unkindness by kindness, stinginess by generosity, lies by truth. Sayings of the Buddha Buddha
Solve crossword puzzle 1. They were responsible for cultivating fields, working in workshops, and also trading. 2. Representatives of the second varna, who from childhood learned to wield weapons and drive a horse and chariot. 3. Representatives of the fourth varna, who served the higher varnas. 4. Representatives of the highest varna, who performed the duties of priests and performed numerous rituals. 5. Founder of Buddhism in Ancient India. 4 5 3 2 1 KEYWORD
4 B R A 5 B 3 W H Y 2 K U M D W D A D 1 V A R N A T Y Y R W H Y AND BACK
Homework § 21 (read, retell) Prepare a report on the writing and books of the ancient Chinese Task No. 86 in the workbook Prepare comparative analysis four ancient Indian varnas, using the table in the notebook and textbook material
LITERATURE History of the Ancient World: textbook. for 5th grade. general education institutions. / Vigasin A.A., Goder G.I., Sventsitskaya I.S. – 14th ed. – M.: Education, 2007. History of the Ancient World. 5th grade: Lesson-based developments to A.A.'s textbooks Vigasina, G.I. Godera, I.S. Sventsitskaya and F.A. Mikhailovsky. / Araslanova O.V. – M.: VAKO, 2004. Avdeev A. Antiquity and the East: the evolution of civilizations. // PS – History. – 1999 – No. 40. Cherkasova E. A. Reader on the history of the Ancient World: A Manual for Teachers. – M.: Education, 1991. Goder G.I. Workbook in History ancient world. Grade 5: Student Guide educational institutions. In 2 issues. Issue 1.Life primitive people. The Ancient East. – M.: Education, 2007. History Ancient East. / A.A. Vigasin, M.A. Dandamaev, M.V. Kryukov, V.I. Kuzishchin, V.M. Masson, S.S. Solovyova, D.V. Deopik, I.A. Ladynin, A.A. Nemirovsky. / Edited by V.I. Kuzishchin. – M.: “Publishing house” graduate School", 2003. History and culture of the Ancient East. encyclopedic Dictionary. / K. D. Nikolskaya, I. S. Klochkov, O. V. Tomashevich, G. A. Tkachenko. – M.: Russian Political Encyclopedia, 2008.
