BETWEEN MORAL INSTRUCTION AND IMAGINATIVE FREEDOM IN RUSSIAN CHILDREN’S LITERATURE
DOI:
https://doi.org/10.17605/Keywords:
Russian children’s literature, literary history, childhood studies, Soviet culture, Tolstoy, Marshak, Chukovsky, literary pedagogy, publishing institutions.Abstract
The article examines the historical development of Russian children’s literature from its didactic origins to the plural literary field of the late 20th and early 21st centuries. The study focuses on several interrelated problems. It reconstructs the role of criticism, school reading, publishing institutions, and state educational policy in shaping books for children. It also traces the changing image of the child in literary texts and shows how the balance between instruction and artistic freedom changed across major periods. The analysis is based on historical and comparative reading of canonical works, critical statements by Russian and Soviet theorists, and modern scholarship on literary history. Special attention is given to the nineteenth century discussions associated with V.G.Belinsky and N.A.Dobrolyubov, to L.N.Tolstoy’s work for young readers, to the experimental rise of the 1920s, to the ideological consolidation of the 1930s, to the post Stalin renewal of the 1950s and 1960ы, and to the market and value shifts after 1991.
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