The work belongs in genre to the writer's philosophical prose, which has autobiographical moments, revealing as the main theme the actions of ordinary Russian people who, despite the difficulties and vicissitudes of life, show their best spiritual qualities.

The storyline of the story is a life episode that happened to the narrator Konstantin, on whose behalf the story is narrated, during his work as an assistant train driver.

The main character of the story is Alexander Vasilyevich Maltsev, presented by the writer in the image of a train driver, distinguished by a talented attitude to his work, capable of feeling both railway equipment and the road. In the team Maltsev is considered best employee, capable of completing any complex and important trip, moving on dangerous sections of the railway track, and also reducing travel time lost by other railway workers.

The narrator presents an incident from the life of Maltsev, of which the narrator becomes a witness and an involuntary participant, when during a thunderstorm the driver is blinded by a lightning strike while driving a large passenger train. Maltsev's loss of vision almost leads to a train crash, but the situation is saved by an assistant who quickly reacts to the trouble that has arisen. At the same time, Maltsev, not realizing that he was blind, continues to control the train, since his consciousness clearly represents everything the smallest details and characteristics of the road, not noticing only the light of the signal lights. A few hours later, Maltsev’s vision is restored, and the driver himself, not understanding what happened, appears in court.

The assistant decides to fight for the fate of the talented driver, considering him innocent of the incident, and invites the investigating authorities to conduct a scientific experiment, as a result of which a conclusion is made about the temporary loss of vision of the driver due to electrical discharges of lightning. Maltsev is free, completely acquitted.

But fate gives the railway genius new surprise as repeated loss of vision and, as a consequence, the inability to do the work you love. But a faithful comrade in the person of Kostya’s assistant again comes to the rescue, convincing both himself and Maltsev of the possibility of overcoming the disease, which the heroes ultimately succeed in.

The semantic load of the story lies in the writer’s depiction of the complex and at the same time magnificent world that surrounds a person, but at the same time creates certain difficulties and problems in his life. At the same time, a person, despite life’s adversities, feels his own strengths, capabilities and potential, which help him overcome all the obstacles that arise and even, having lost his physical sight, maintain a spiritual view of the world and remain sighted.

Analysis 2

Platonov’s work “In a Beautiful and Furious World” was written around 1938. All events take place during times of repression. The main characters were again ordinary people, with whom everything happened.

The main character was a man named Kostya. He is the one who tells the whole story. He works as a driver railway tracks. Another driver named Sasha Maltsev works with him. More than anything else, he enjoys his job. He senses when the train needs a little tweaking and when it breaks down and fixes the problem in time. Among other workers, he is considered the most intelligent and talented. After all, he can cope with almost any problem or disaster that occurs during work. If other workers perform the work for one period, then he manages to significantly shorten this period and complete the work earlier.

Sometimes they have to do their job even during bad weather. And then one day Maltsev sets off on a flight during a thunderstorm, but a lightning strike hits his car directly and hits his eyes. The man did not immediately realize that he could no longer see and tried to continue to control the train, but nothing worked. And if the second driver had not seen all this in time and reacted, then trouble could not be avoided. A little later, his vision returns to normal and Sasha can continue to work. But the state finds out about this and decides to convene a court at which the culprit will be sentenced.

But his second driver is not going to give up so easily and decides to help his colleague. After all, he is not to blame for anything, and only the weather is to blame for everything, but you can’t blame it. Then he invites the investigation to conduct an experiment, after which everything will fall into place. The experiment proved everything and now Maltsev can be free and get back to his favorite job.

But here fate intervenes again, which has completely different plans for Maltsev. And the man loses his sight again, only this time forever. And he can’t do the same things. But his assistant is not left idle, who again tries to prove to everyone that if you really want to, you can overcome everything and return to your job again. And soon he manages to put Maltsev back on his feet and return him to his old business, which he has served for so long.

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The idea of ​​protecting the individual in the novel “Dubrovsky” runs like a red line through the entire work. The author shows complex life situations, and strong people who are not afraid to defend their interests and stop injustice.

The title of the story - “In this beautiful and furious world” - is essential for understanding its problems. Why is Platonov’s world “beautiful” and “furious”? The word “beautiful” is associated with such concepts as joy, harmony, miracle, beauty, splendor. The word “furious” in our minds is related to such words as anger, strength, element, impulse, hatred, and so on. In Platonov, these concepts merge into a single stream, whose name is life. Isn't reality itself so contradictory? Isn't man himself so contradictory? The writer quite clearly points out in the story the existence of two elements - natural and human. You can see the harmony of these elements, and their disunity, opposition. That is why Platonov’s heroes are most often people who are searching, trying to determine their place in the world.

Back in the 20-30s of the 20th century, many critics spoke about Platonov’s strange heroes, about the unpredictable endings of his stories, about the logic of the image that was understandable to him alone. But even his most malicious detractors could not help but recognize the power of his talent, freedom of language, and incredible density of storytelling. Very often the writer asked questions about man’s place in the world, about his loneliness among people. He paid close attention to the feeling of emptiness, orphanhood, and uselessness in the world that haunts a person. These feelings live in almost every hero of Platonov. So is the driver Maltsev.

Alexander Vasilyevich Maltsev had a remarkable talent - no one could feel the machines better than him, could not identify malfunctions at work at one glance, could not perceive the world so comprehensively, notice the smallest details. That is why his appointment to the newest and most powerful train in the depot, the IS, was quite expected. This car became his brainchild. During the trip, he seemed to merge with the locomotive, felt the beating of “its steam heart”, understood the slightest sound. Passionate about his work, he became like an inspired actor. But how often did the narrator, Maltsev’s assistant Kostya, notice an incomprehensible sadness in his gaze. And this was nothing more than a feeling of loneliness pouring out. Much later Kostya will understand this melancholy. The driver's talent doomed Maltsev to loneliness, raised him above everyone and forced him to look down on him. Maltsev practically did not pay attention to his new assistant, and even a year later he treated him the same way as he treated an oiler. He devoted himself entirely to work, dissolved in the car and in surrounding nature. The little sparrow caught in the air stream from the locomotive did not go unnoticed. Maltsev turned his head slightly to trace his further fate. It seemed to him that only he was able to absorb so much, to know so much. The strength of his talent, sadly enough, alienated him from the rest of the world of people; among his own kind, he felt lonely. Loss and emptiness reigned in his soul. This feeling of so-called orphanhood is characteristic of almost all of Platonov’s characters. With the help of this characterization of the hero, the writer was able to draw broader conclusions. From the fate of one person he moved on to the fate of millions. His idea of ​​the loss of man in the era of revolutions and political upheavals runs through all his works.

And really sad future life Maltsev, condemned by the people: he was excommunicated from the work to which he gave all of himself, to which his soul was drawn. Using the example of Maltsev, we see how the fate of a person deprived of spiritual fullness is built.

The image of Kostya’s assistant is also important in the story. This is a sensitive, observant person, no less attentive to details than his teacher. He may have been less talented, but his diligence and diligence helped him a lot. Soon after Maltsev’s resignation, he himself successfully passed the machinist exams. Yes, indeed, Kostya is not so endowed with the gift of feeling the mechanism, but he is more attentive to the people around him. This can be considered his talent. He was able to discern, almost in passing, the secret sadness in the gaze of his teacher, but he did not stop there, he was looking for the “truth,” the answer to this melancholy. And he will find her, but only a little later. This is a person who is not deaf to the grief of others. It is he who brings back to life the lost Maltsev, blind and useless to anyone. Every time, getting ready to go, he saw his teacher on the bench, leaning on a cane. Maltsev responded to all words of consolation with the invariable “Get out!” Even in his grief, in his helplessness, he is afraid to let a living person, a feeling soul, approach him. He still doesn’t believe that there is anyone in the world who could understand him. And an inexpressible melancholy reigned in his soul. He tried to somehow cling to that frantic pace of life again, to return at least part of his past. He came aimlessly to the depot and greedily caught the sounds railway, he turned his head to where he heard the powerful movement of the locomotive.

Proud in his loneliness, he nevertheless obeys Kostya, who once offered to go with him. Instead of the usual “Get out!” he said, “Okay. I will be humble. Give me something in my hands, let me hold the reverse: I won’t turn it.

You won't twist it! - I confirmed. “If you twist it, I’ll give you a piece of coal in your hands and I won’t take it to the locomotive again.”

The blind man remained silent; he wanted to be on the locomotive again so much that he humbled himself in front of me.”

And now Maltsev again feels the breath of the oncoming wind, feels the power of a mechanical giant at hand. What is he experiencing at this moment? Delight! Joy! Delight! This storm of feelings brings him back to life: he begins to see clearly. But Kostya doesn’t leave him here either. Having escorted him home, he cannot leave for a long time. Feeling an almost paternal affection for this man, he is afraid to leave him alone with the beautiful and furious world.

He feels his helplessness in front of the world, his naivety and simplicity behind the mask of arrogance. A brilliant machinist, Maltsev noticed the beauty of nature, enjoyed harmony, moving away from the human world. And the cruel world punished him for this. Material from the site

Platonov skillfully creates a contrast between these two worlds. This is especially evident in the scenes of the locomotive struggling with the elements. “We were now walking towards a powerful cloud that appeared over the horizon. From our side, the cloud was illuminated by the sun, and from inside it was torn by fierce, irritated lightning, and we saw how swords of lightning pierced vertically into the silent distant land, and we rushed madly towards that distant land, as if rushing to its defense.” Maltsev and the machine are fighting the forces of nature. Platonov saturates the text with vivid metaphors and epithets. The locomotive itself becomes like a mythical deity. And what is the outcome of this struggle? Ultimately, nature comes back to harmony: “We smelled damp earth, the fragrance of herbs and bread, saturated with rain and thunderstorms, and rushed forward, catching up with time.” But what happens to a person? Blinded by lightning, Maltsev loses his sight. Many researchers often talk about two lightning bolts. The first of them, so strong and grandiose, deprived a person of his sight, but not for long. But the second - artificial - deprives Maltsev of his ability to see for a long time.

The author leads the reader to believe that the laws of the human world are much more cruel and merciless than natural laws. People were unable to recognize Maltsev's talent. He becomes even more lonely. The path to Maltsev’s salvation is in the form of Kostya. He not only restores the sight of the former driver, but also opens up the path to the human world for him. “You see the whole world now!”

Plan

1. Maltsev appears new car and a new assistant.
2. Description of Maltsev's work.
3. Because of lightning, Maltsev goes blind and endangers the lives of many people.
4. Maltsev is put on trial.
5. The narrator takes the blind man with him in the car, and he begins to see.

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A. Platonov's story “In a beautiful and furious world”

I'M GOING TO CLASS

Olga KHARITONOVA,
humanitarian gymnasium No. 3,
Voronezh

Story by A. Platonov
"In a Beautiful and Furious World"

In my teaching practice, I have been turning to the story “In a Beautiful and Furious World” since about the late 80s; As experience shows, this work is quite understandable for sixth graders.

In my opinion, you should spend at least two hours studying it.

During the first lesson, the children get acquainted with an article about Platonov included in the textbook. To expand the range of ideas about the artist, I attract Additional materials from the following sources: Vasilyev V.V. Andrey Platonov. Essay on life and creativity (B-book “For Lovers of Russian Literature”). M.: Sovremennik, 1990; Lasunsky O.G. Hometown resident. Voronezh years of Andrei Platonov. Voronezh: Voronezh State Publishing House. Univ., 1999; Andrey Platonov: Memoirs of contemporaries. Materials for the biography. M., 1994; Zadonsky N. Interesting contemporaries. Curious old man. Voronezh, 1975.

I give students individual assignments in advance: to prepare short reports about the writer’s childhood and years of study, about the first steps in the literary field, about participation in the civil and Great Patriotic Wars. There is, of course, no need for unnecessary biographical details, but information about how Platonov’s adult, working life began (and this, by his own admission, happened when he was only twelve years old), about how he worked in the railway workshops and on a locomotive as an assistant driver are important in the context of this lesson.

I devote the entire second lesson entirely to analysis. literary text.

The story “In a Beautiful and Furious World” has the subtitle “Machinist Maltsev,” indicating that the author’s focus is on the image of the human personality.

Let's go back to the very beginning of the story. “In the Tolubeevsky depot,” the narrator reports, “Alexander Vasilyevich Maltsev was considered the best locomotive driver. He was about thirty years old, but he already had the qualifications of a first-class driver and had been driving fast trains for a long time.”

– What makes Maltsev the best driver? – I address the first question to the class. – What arguments does the narrator give to prove the thesis put forward?

The narrator (and the story in the work is told on behalf of the boy Kostya, appointed as an assistant driver in Maltsev’s brigade) speaks of his immediate superior as an extraordinary person. He sees in Maltsev a talented person, a gifted person with a creative approach to work. Indeed, Maltsev is a virtuoso master, an “inspired artist,” wholly and completely absorbed in his favorite work, which for him is his whole life. He knows technology very well, feels the machine with his whole being, as if it were a living organism. At the same time, when he drives a locomotive, not a single detail of the outside world escapes him (after all, sometimes on the way even the smallest thing can be extremely significant). “Alexander Vasilyevich’s eyes looked abstractedly, as if empty, but I knew,” the narrator notes, “that he saw with them the whole road ahead and all of nature rushing towards him - even a sparrow attracted Maltsev’s gaze, and he turned his head for a moment after the sparrow. ..” In other words, the driver’s professional vision is comprehensive: it is directed both inside the locomotive mechanism, and at the same time absorbs the surrounding space, as if trying to extend its influence as a master-master to it as well. “He led the cast with the confidence of a great master, with the concentration of an inspired artist who absorbed all external world into one’s inner experience and therefore has control over it.” Undoubtedly, it is this firm, confident gait of a professional that largely ensures the high mark of quality that marks Maltsev’s work. On the other hand, such a path - the path of an arrogant loner - is fraught with danger. And we will talk about this later.

– These are the professional qualities of a hero. What can you say about his relationships with his workmates? Would you like to work next to a person like Maltsev?

Maltsev's attitude towards the members of the brigade is clearly noticeable. So, despite the fact that both assistant Kostya and the lubricant-stoker worked “with full diligence,” Maltsev “constantly checked the grease nipples in the parking lots, the tightening of the bolts in the drawbar units, tested the axle boxes on the drive axles, etc.” “If I,” the narrator admits, “have just inspected and lubricated any working rubbing part, then Maltsev, after me, inspected and lubricated it again, as if not considering my work valid.” One day, the offended boy could not stand it and directly expressed his bewilderment about this to the foreman. “I want it myself,” was the answer. It is not difficult to understand the reason for Maltsev’s “duplicate” actions: as a foreman, he bears the main responsibility for possible breakdowns along the way. In addition, he loves, really loves the car and therefore wants to touch every screw with his own hands to make sure that the mechanism is in good working order. But this behavior of the driver also has a downside: there is a certain professional egoism, arrogance towards others. A little later, the narrator will make rather unpleasant conclusions about his leader: “Later I understood the meaning of his sadness and the reason for his constant indifference to us. He felt superior to us because he understood the machine more accurately than we did, and he did not believe that I or anyone else could learn the secret of his talent, the secret of seeing both a passing sparrow and a signal ahead, at the same moment sensing the path, the weight of the train and the force of the machine.” Maltsev does not seek to pass on his skill to any of his assistants, being convinced in advance that “in diligence, in diligence, we can even overcome him, but he could not imagine that we loved the locomotive more than him and drove trains better than him - it was impossible to do better, he thought.” ...” “He missed his talent as much as he missed loneliness...” the narrator sums up. Before us is a “closed” personality, a kind of “man in a case,” and the “case” in this case was the idea of ​​fanatical devotion to one’s work; service to the cause overshadowed real, living people - and the joy of the worldview disappeared, replaced by indifference and boredom.

As for the answers to the question: “Would you like to work next to a person like Maltsev?” – they are quite ambiguous among sixth-graders. As a highly qualified specialist, it would be good to adopt Maltsev’s technical literacy, work enthusiasm, and responsible attitude towards his duties. On the other hand, students say, it’s not very pleasant if you are constantly distrusted and considered a “second-class” employee. The assistants of such a driver are practically deprived of the opportunity for professional growth.

– The basis of the plot of the story is tragic story: the best driver of the depot was put on trial and ended up in prison. What incident led to this outcome?

When the text is retold, I pose a problematic question to the sixth graders:

– Think about it, is it by chance that of the three heroes of the story who survived the terrible thunderstorm, it was Maltsev who went blind?

Of course, the fact that the protagonist is blinded within the framework of the general moral and philosophical concept of the work is far from accidental. Even Maltsev’s assistant, who, as it seems at first, is not inclined to deep thoughts about the mysteries of earthly existence, perceives a certain pattern in what happened to Maltsev: “... I was fierce against the fatal forces that accidentally and indifferently destroy a person: I felt a secret , the elusive calculation of these forces is that they destroyed Maltsev, and, say, not me<...>I saw that facts were happening that proved the existence of hostile human life disastrous circumstances, and these disastrous forces crush the chosen, exalted people.” A discussion of this statement by the narrator allows students to pose a serious philosophical problem: man is in confrontation with the elemental, unknown forces of nature. The narrator cannot give an explanation why “these disastrous forces crush the chosen, exalted people.”

“What do you think,” I ask the guys, “why do they strike the best representatives of the human race?”

Yes, because an extraordinary person, confident in himself, will not be afraid, will not retreat in the face of an approaching hostile element and would rather prefer to die in a great collision with it than, having betrayed his principles, turn away from his chosen path. Let us remember how the story depicts the “fatal” meeting of the protagonist with an approaching atmospheric front: “Maltsev drove the car forward... We were now walking towards a powerful cloud that appeared over the horizon. From our side, the cloud was illuminated by the sun, and from inside it was torn by fierce, irritated lightning, and we saw how swords of lightning pierced vertically into the silent distant land, and we rushed madly towards that distant land... Alexander Vasilyevich, apparently, was captivated by this spectacle: He leaned far out the window, looking ahead, and his eyes, accustomed to smoke, fire and space, now sparkled with inspiration. He understood that the work and power of our machine could be compared with the work of a thunderstorm, and perhaps he was proud of this thought.” As we see, the hero bravely rushed forward, being completely captured by the excitement of the competitive struggle with the elements. In his pride, the “little” earthly man has risen to the point that he considers himself to have the right, if not to command nature, then at least to “play on an equal footing” with it. Was it not for this exorbitant pride that Maltsev was struck by the deep forces of nature and punished by divine providence? Also indicative in this regard is the episode when Maltsev, already blind, but still considering himself sighted (since he continued to see the world in his imagination), “drove a courier train at great speed into the tail of a freight train.” Accustomed to categorically trust himself, his own experience, convinced of the inviolability of his physical and professional vision, the driver almost became the culprit of a major railway accident. This episode is deeply symbolic. Maltsev lost his sight, judging from a medical point of view, under the influence of an electromagnetic wave, but he has long been morally blind, as a person can be blind, isolated from other people, closed in his egoistic worldview, in proud arrogance planning to stand “above” his mother herself - nature. The author emphasizes the dead end and disastrous nature of this path. The blind man believes that he is approaching the desired goal - a given destination, but in reality he is inevitably moving towards disaster. It is characteristic that Maltsev stubbornly continues to “listen” only to himself, even when the assistant shouts to him, pointing out warning signals, and the train crushes firecrackers. This episode is described by Platonov as the apogee of the hero’s self-delusion: “I was used to seeing the light, and I thought that I saw it, but I saw it then only in my mind, in my imagination. In fact, I was blind, but I didn’t know it... I didn’t even believe in firecrackers, although I heard them: I thought I had misheard. And when you blew the horn and shouted to me, I saw a green signal ahead, I didn’t guess right away.” Terrible disaster was prevented only due to the fact that at a critical moment Maltsev “receded”, giving the control panel to an assistant.

An investigation has begun. An avalanche of hostile circumstances of a different nature - social - fell upon the hero.

– How does Maltsev behave during the investigation?

Maltsev was accused of almost sabotage: “An adult, conscious person controls the locomotive of a courier train, carrying hundreds of people to certain death... What is this?

- But he himself would have died! - I say.

Probably<...>Maybe he had his own reasons for dying.”

Such a terrible accusation has so discouraged the hero that he almost does not defend himself. He greets the verdict humbly, although in a confidential conversation with an assistant he claims that he is “right, not guilty.” Internally confident in his own innocence, he does not try to resist the pressure of the social mechanism. The passive position deliberately chosen by Maltsev is the result of the spiritual brokenness of the hero, who does not believe in human empathy and does not expect support from his neighbor.

Now students can answer the question:

– Why does Platonov call the world in which man lives “furious”?

The world around us is called “furious,” because it is dominated by forces that are hostile to man, independent of his will and consciousness, and sometimes beyond comprehension. Dangers, all kinds of “unkind” accidents await a person at every step: both in the world of “wild” nature and in civilized society.

– What should be the position? Homo sapiens in this “furious” world? Should one “struggle, seek... and not give up”, despite adversity, or is it better to give in to circumstances?

I give the children the opportunity to freely express their opinions on this issue.

The next stage of the lesson is working with statements written on the board: “Life is a struggle, in struggle there is happiness” (I.A. Goncharov); “To be a man means to be a fighter” (J.-W. Goethe); “Only he is worthy of happiness and freedom who goes to battle for them every day” (J.-W. Goethe); “A man must fight for his life and defend it as long as he has enough strength” (C. Dickens); “...I love active people who want to resist the evil of life by all means” (M. Gorky).

– Read the statements of great writers and thinkers of the past. What do they think a person's position in life should be?

The conclusion suggests itself: most thinkers of the past glorified the creative activity of man, admired fighters who did not bow their heads to life’s circumstances. Opportunists and cowards who gave in to danger always aroused contempt.

– What is Platonov’s position? Let's return to the text of the story "In a Beautiful and Furious World." The answer to this question is the image of the narrator in the work. Prove it.

Konstantin, on whose behalf the story is told, in his own words, “was not a friend of Maltsev,” and the latter treated the boy “without attention or care.” Nevertheless, Kostya did not leave his comrade in trouble, but boldly rushed into battle with the “fatal” forces that destroyed Maltsev’s health and tore him from labor collective. “But I wanted to protect him from the grief of fate, I was fierce against the fatal forces that accidentally and indifferently destroy a person... I decided not to give up, because I felt something in myself that could not be in the external forces of nature and in our destiny , – I felt my peculiarity as a person. And I became embittered and decided to resist, not yet knowing how to do it.”

“I felt my peculiarity as a person” - behind this phrase of an ordinary working boy there is the highest wisdom of comprehending the generic essence of Man, the greatness and significance of his mission in the Universe. It also reflects the hero’s idea of ​​the individual’s life position - and it (the position) should, of course, be active, according to Platonov.

So, the narrator decided to “resist” all the elements of the “furious” world. Achieving judicial justice turned out to be not so difficult. Maltsev was released and acquitted. But now, as a result of an investigative experiment, he is crippled, deprived of the joy of doing his favorite job. Will it be possible to defeat the blind, unknown forces that doomed man to a “lifeless fate”?

I suggest reading expressively by role final scene story from the words: “Summer was coming; I worked on a steam locomotive...” - and until the end of the work. Immediately before reading, I formulate questions for the subsequent conversation:

– Why did the narrator take Maltsev with him on the locomotive?
– What helped the blind hero to see?

The first thing the sixth-graders say is that the narrator feels unbearably sorry for the disabled man who comes to the platform every day to greedily inhale the smell of “burning and lubricating oil.” “...I left, but he stayed” - in these words of the narrator one can clearly feel pity, pain, a certain feeling of guilt, and reproach addressed to oneself, due to the inability to console a comrade who has lost his ability to work. As if the narrator were turning to a former foreman to a sick child, promising to let him hold his favorite toy: “Tomorrow at ten thirty I will lead the train. If you sit quietly, I’ll take you into the car.” And Maltsev, who had recently rejected any attempts at “consolation” (“Get away!” he said after listening to my friendly words), is forced to temper his pride: “Okay. I will be peaceful. Give me something in my hands - let me hold the reverse: I won’t turn it.” However, as the trip continued, the narrator “allowed” his charge much more than he could have expected: “... I put Alexander Vasilyevich in my driver’s seat, I put one of his hands on the reverse and the other on the brake machine, and put my hands on top of his hands " “In quiet areas, I completely moved away from Maltsev and looked forward from the assistant’s side.” The narrator entrusted the blind driver with control of the locomotive, because he understood: for Maltsev, “the feeling of the machine was bliss,” which, at least for a moment, helped him “forget his grief as a blind man.” But was it only pity that prompted the narrator to take such a risky step? He let it slip a little later that he had a secret “intent”:

“I looked at my teacher with secret expectation...

- Shut down the steam! - Maltsev told me.

I remained silent, worried with all my heart.”

Why was Konstantin upset? What kind of “secret waiting” are we talking about? Well, of course, from the very beginning, going on the flight and taking Maltsev with him, the narrator hoped for the impossible, for... a miracle. And the miracle could not fail to happen. The heroes managed to defeat the unknown “furious” element that had once deprived Maltsev of his sight.

It is interesting and significant that at the end of the work the narrator calls Maltsev his teacher, although not so long ago he emphasized: “I was not Maltsev’s friend, and he always treated me without attention and care.” Obviously, during the time during which it was necessary to “fight” for Maltsev, the latter became spiritually close to the narrator. Without a doubt, only the example of the former foreman forced the boy to “pass the exam for the title of driver” and take up driving passenger trains new series. Ultimately, he managed to pass a much more important exam - the exam for the title of Man. The story that happened to Maltsev taught him the main life lesson, the essence of which is that it is unacceptable to be indifferent to the fate of your neighbor, that you need to trust people. Compassion, the ability to lend a helping hand in time - we often lose sight of these simple things. But they are truly capable of working miracles. It was precisely this “ordinary miracle” that helped Maltsev see the light again and gain a new, moral vision. Now the narrator feels big and strong next to Maltsev. Discipleship organically turned into teaching, spiritual fatherhood: “...we sat with him all evening and all night. I was afraid to leave him alone, like my own son, without protection against the action of sudden and hostile forces...” The miracle of the spiritual unity of people is what makes the “furious” world around us truly beautiful.

At the end of the lesson, students receive homework- write a miniature essay on one of the topics: “How do you understand the meaning of the title of the story “In a Beautiful and Furious World”?”; “To be human is to be a fighter” (J.-W. Goethe) (based on literary material and life impressions); "The theme of moral blindness and spiritual insight in the story."

The title of the story - "In this beautiful and furious world" - is essential for understanding its problems. Why is Platonov’s world “beautiful” and “furious”? The word “beautiful” is associated with such concepts as joy, harmony, miracle, beauty, splendor. The word “furious” in our minds is related to such words as anger, strength, element, impulse, hatred, and so on. In Platonov, these concepts merge into a single stream, whose name is life. Isn't reality itself so contradictory? Isn't man himself so contradictory? The writer quite clearly points out in the story the existence of two elements - natural and human. You can see both the harmony of these elements and their disunity and opposition. That is why Platonov’s heroes are most often seekers, trying to determine their place in the world.

Back in the 20-30s of the 20th century, many critics spoke about strange heroes Platonov, about the unpredictable endings of his stories, about the logic of the image that is understandable to him alone. But even his most malicious detractors could not help but recognize the power of his talent, freedom of language, and incredible density of storytelling. Very often the writer asked questions about man’s place in the world, about his loneliness among people. He paid close attention to the feeling of emptiness, orphanhood, and uselessness in the world that haunts a person. These feelings live in almost every hero of Platonov. So is the driver Maltsev.

Alexander Vasilyevich Maltsev had a remarkable talent - no one could feel the machines better than him, could not identify malfunctions at work at one glance, could not perceive the world so comprehensively, notice the smallest details. That is why his appointment to the newest and most powerful train in the depot, the IS, was quite expected. This car became his brainchild. During the trip, he seemed to merge with the locomotive, felt the beating of “its steam heart”, understood the slightest sound. Passionate about his work, he became like an inspired actor. But how often the narrator - Maltsev's assistant Kostya - noticed an incomprehensible sadness in his gaze. And this was nothing more than a feeling of loneliness pouring out. Much later Kostya will understand this melancholy. The driver's talent doomed Maltsev to loneliness, raised him above everyone and forced him to look down on him. Maltsev practically did not pay attention to his new assistant, and even a year later he treated him the same way as he treated a mechanic and oiler. He devoted himself entirely to work, dissolving in the car and in the surrounding nature. The little sparrow caught in the air stream from the locomotive did not go unnoticed. Maltsev turned his head slightly to follow him future fate. It seemed to him that only he was able to absorb so much, to know so much. The strength of his talent, sadly enough, alienated him from the rest of the world of people; among his own kind, he felt lonely. Loss and emptiness reigned in his soul. This feeling of so-called orphanhood is characteristic of almost all of Platonov’s characters. With the help of this characterization of the hero, the writer managed to do more large-scale conclusions. From the fate of one person he moved to the fate of millions. His idea of ​​the loss of man in the era of revolutions and political upheavals runs through all his works.

And indeed, the further life of Maltsev, who was condemned by people, is sad: he was excommunicated from the work to which he gave all of himself, to which his soul was drawn. Using the example of Maltsev, we see how it is built, devoid of spiritual fullness.

The image of Kostya’s assistant is also important in the story. This is a sensitive, observant person, no less attentive to detail than his teacher. He may have been less talented, but his diligence and diligence helped him greatly. Soon after Maltsev’s resignation, he himself successfully passed the machinist exams. Yes, indeed, Kostya is not so endowed with the gift of feeling the mechanism, but he is more attentive to the people around him. This can be considered his talent. He was able to discern, almost in passing, a secret sadness in the gaze of his teacher, but he did not stop there, he was looking for the “truth,” the answer to this melancholy. And he will find her, but only a little later. This is a person who is not deaf to the grief of others. It is he who brings back to life the lost Maltsev, blind and useless to anyone. Every time, getting ready to go, he saw his teacher on the bench, leaning on a cane. To all words of consolation, Maltsev responded with the invariable “Get out!” Even in his grief, in his helplessness, he is afraid to let a living person, a feeling soul, approach him. He still doesn’t believe that there is anyone in the world who could understand him. And an inexpressible melancholy reigned in his soul. He tried to somehow cling to that frantic pace of life again, to return at least part of his past. He came aimlessly to the depot and greedily caught the sounds of the railway; he turned his head to where he heard the powerful movement of the locomotive.

Proud in his loneliness, he nevertheless obeys Kostya, who once offered to go with him. Instead of the usual "Get out!" he said: “Okay. I’ll be quiet. Give me something in my hands, let me hold the reverse: I won’t turn it.

You won't twist it! - I confirmed. - If you twist it, I’ll give you a piece of coal in your hands and I won’t take it to the locomotive again.

The blind man remained silent; he wanted to be on the locomotive again so much that he humbled himself in front of me.”

And now Maltsev again feels the breath of the oncoming wind, feels the power of a mechanical giant at hand. What is he experiencing at this moment? Delight! Joy! Delight! This storm of feelings brings him back to life: he begins to see clearly. But Kostya doesn’t leave him here either. Having escorted him home, he cannot leave for a long time. Feeling an almost paternal affection for this man, he is afraid to leave him alone with the beautiful and furious world.

He feels his helplessness in front of the world, his naivety and simplicity behind the mask of arrogance. A brilliant machinist, Maltsev noticed the beauty of nature, enjoyed harmony, moving away from the human world. And the cruel world punished him for this.

Platonov masterfully creates a contrast between these two worlds. This is especially evident in the scenes of the locomotive struggling with the elements. “We were now walking towards a powerful cloud that had appeared over the horizon. From our side the cloud was illuminated by the sun, and from within it fierce, irritated lightning was tearing, and we saw how lightning swords pierced vertically into the silent distant land, and we rushed madly towards that distant land, as if hastening to its defense." Maltsev and the machine are fighting the forces of nature. Platonov saturates the text with vivid metaphors and epithets. The locomotive itself becomes like a mythical deity. And what is the outcome of this struggle? Ultimately, nature comes back to harmony: “We smelled the damp earth, the fragrance of herbs and grains, saturated with rain and thunderstorms, and rushed forward, catching up with time.” But what happens to a person? Blinded by lightning, Maltsev loses his sight. Many researchers often talk about two lightning bolts. The first of them - so strong and grandiose, deprived a person of his sight, but not for long. But the second - artificial - deprives Maltsev of his ability to see for a long time.

The author leads the reader to believe that the laws of the human world are much more cruel and merciless than natural laws. People were unable to recognize Maltsev's talent. He becomes even more lonely. The path to Maltsev’s salvation is in the form of Kostya. He not only restores the sight of the former driver, but also opens up a path to the human world for him. "You see the whole world now!"

Plan

Maltsev gets a new car and a new assistant. Description of Maltsev's work. Because of lightning, Maltsev goes blind and endangers the lives of many people. Maltsev is put on trial. The narrator takes the blind man with him in the car, and he regains his sight.

How to download free essay? . And a link to this essay; Analysis of the story by A. P. Platonov “In this beautiful and furious world”, outline already in your bookmarks.

The main character of the story, Alexander Vasilyevich Maltsev, was considered the best locomotive driver in the depot. He was quite young - about thirty years old - but already had the status of a first class driver. And no one was surprised when he was assigned to the brand new and very powerful passenger locomotive "IS". It was "reasonable and correct." The narrator became Maltsev's assistant. He was extremely pleased that he got into this IS car - the only one in the depot. Maltsev is not
1. What problem forms the basis of all the work of A. Platonov? A. Fathers and sons B. The struggle for freedom C. The essence of life D. Intelligentsia and revolution 2. What is the concept of nature in the works of A. Platonov? A. Harmonious world B. Beautiful and furious world C. Revelry of the elements 3. In which works of A. Platonov do dystopian features appear? A. “The Hidden Man” B. “The Pit” C. “Chevengur” D. “City of Grads” 4. What is the main and constant conflict of all of A. Platonov’s prose? A. The contradiction between living nature and inanimate machines B. Between man and
We need the greatest effort of all our strength... stern determination!.. And they come to us with the propaganda of humanism! As if there is anything more truly human in the world than the class hatred of the proletariat... Plato’s “nihilistic” criticism of the state is in complete harmony with both his “humanism” and with his opposition of the city to the countryside that runs through the entire story - the peasantry, they say, is everything produces, and above him... - well-fed townspeople, with leather bags under their arms! "Youth" nihilism turns out to be an obvious weapon
In my teaching practice, I have been turning to the story “In a Beautiful and Furious World” since about the late 80s; As experience shows, this work is quite understandable for sixth graders. In my opinion, you should spend at least two hours studying it. During the first lesson, the children get acquainted with an article about Platonov included in the textbook. To expand the range of ideas about the artist, I draw on additional materials from the following sources: Vasilyev V.V. Andrey Platonov. Essay on life and
1. What is the main topic in early work A. Platonova? In the early works of A. Platonov main topic- the relationship between man and nature. Establishing harmony between them is the meaning of life early heroes writer. This theme is revealed in the stories “The Origin of the Master”, “The Beautiful and Furious World”, “The Ethereal Path”, “The Hidden Man”. 2. How to understand Plato’s definition of nature as a “beautiful and furious world”? Nature is dual. She is a fragile, defenseless flower, beautiful in her naturalness. But nature is also
The unusual language of Platonov’s works Andrei Platonovich Platonov is one of the most original and mysterious writers XX century. His works are difficult for an unprepared reader to understand. They are not light reading. To understand Platonov's works you need thoughtful, slow reading, requiring constant work of thought. But if you read carefully and understand the author’s intention, then you will retain respect and affection for the author and his works for the rest of your life. The main thing in revealing the artist’s intention is language. His epithets reveal an unexpected side
The writing fate of A.P. Platonov was tragic: his view of the world, his style, the harsh truth of life in his works initially met with misunderstanding, and starting from the late 20s led to persecution, political vilification in the press and bans. In the late 20s and 30s he reached the pinnacle of his creativity in the novel “Chevengur”, the stories “The Pit”, “The Juvenile Sea” and others. But they did not see the light of day during the author’s lifetime and, miraculously preserved in

Lesson Plan "IN A BEAUTIFUL AND FURIOUS WORLD."

TALENT OF A MASTER AND A PERSON IN THE STORY OF A. P. PLATONOV

Lesson Plan

Organizing time.

Update background knowledge students. Checking homework.

Announcing the topic and purpose of the lesson.

Students' perception of educational material.

Summing up the lesson.

Homework message.

Lesson Objectives

Educational goals:

teach students to express their thoughts following the norms of literary language;

show the moral meaning of the story.

Developmental goals:

development of figurative, logical, critical thinking speech, memory, development of oral and written speech;

improving skills in working with text work of art, characteristics of heroes.

Educational goals:

formation of moral qualities;

development of creative abilities;

raising a competent reader.

Competencies:

be able to analyze the text of a work of art;

be able to characterize a literary hero;

be able to make a plan.

Lesson format: workshop

Lesson type: combined.

Equipment: denotation graph (on the board), explanatory dictionary of the Russian language S.I. Ozhegova, N.Yu. Shvedova, text of the story “In a Beautiful and Furious World.”

Method: partially search.

Methodical techniques: work on the plan, teacher’s explanation, vocabulary work, student’s message, commented reading, elements of literary text analysis, critical thinking technology techniques: denotation graph, essay, syncwine.

Educational technology: elements of technology for developing critical thinking.

During the classes

I. Organizational moment.

II. Updating students' knowledge. Checking homework (students reading the compiled quotation plan for the story, discussion) .

An approximate quotation plan for the story “In a Beautiful and Furious World”:

“He missed his talent as if he were lonely.”

“Maltsev was put on trial.”

“What is better – a free blind person or a sighted but innocent prisoner?”

“You see the whole world now!”

III. Announcing the topic and purpose of the lesson.

IV. Students' perception of educational material.

Stage 1. Call. Groups are given cards with tasks and questions (12–15 minutes to prepare).

First group .

Analytical conversation.

– How does Platonov show the talent of driver Maltsev?(Firstly, the author directly states that the driver is talented: Maltsev was still young - he was about thirty years old, “but he already had the qualifications of a first-class driver and had driven fast trains for a long time,” “He drove the train with the courageous confidence of a great master, with the concentration of an inspired artist who has absorbed the entire external world into his inner experience and therefore dominates it." Secondly, Platonov shows the talent of a machinist, equating it with the talent of an "inspired artist." Thirdly, the talent shines through in the details: the author writes about the eyes Maltseva: “like empty ones,” but immediately adds: “I knew that he saw with them the whole road ahead and all of nature rushing towards us - even a sparrow... attracted Maltsev’s gaze...” Let us pay attention to the sublime vocabulary, which contributes to the approval of the author’s thoughts about the hero’s talent (“brave”, “inspired”, “powerful”, “gaze”). Fourthly, proof of Maltsev’s talent is also last episode first chapter: (we read from the words: “Indeed, we could not understand his skills”).

– What's it like author's attitude to the work of machinists?(The narrator admires the locomotive as a work of art; the machine evokes a “feeling of inspiration,” “a special, touched joy... - as beautiful as in childhood when reading Pushkin’s poems for the first time.” That is, for the narrator, the work of the driver, locomotives are on a par with the peaks art, cause delight. But at the same time, the narrator only admires the cars, and the talent belongs to the chosen one - Maltsev.)

– (“He felt superior to us because he understood the machine more precisely than we did, and he did not believe that I or anyone else could learn the secret of his talent...”)

Second group.

What does the expression “bored by my talent” mean?(The driver Maltsev felt that no one drove trains better than him, that no one loved steam locomotives more than him. Therefore, he was lonely - after all, no one could understand his talent, could not share with him the joy of unity with the machine, “he was sad with us ", "I was bored with my talent" - that is, I felt that I was chosen, that I was unable to find an equal.)

The talent of driver Maltsev.

– Like A.P. Does Platonov show the talent of driver Maltsev?(Firstly, the author directly states that the driver is talented. Secondly, A.P. Platonov shows the driver’s talent, equating it to the talent of an “inspired artist.” Thirdly, the talent shines through in the details: the author writes about Maltsev’s eyes: “I knew that he saw with them the whole road ahead and all of nature rushing towards us...” Fourthly, the last episode of Chapter 1 serves as proof of Maltsev’s talent...)

– Why did Maltsev check everything with his own hands, did not trust his assistants, and was indifferent to them?(“He felt superior to us because he understood the machine more accurately than we did, and he did not believe that I or anyone else could learn the secret of his talent...”)

– What does the expression “bored by my talent” mean?(The driver Maltsev felt that no one drove trains better than him. No one could understand his talent, could not share with him the joy of unity with the machine, “he was sad with us,” he felt that he was chosen, that he was unable to find an equal.)

Third group.

– (Maltsev was fascinated by the sight of a thunderstorm in the distance. “He understood that the work and power of our machine could be compared with the work of a thunderstorm, and, perhaps, he was proud of this thought.” Maltsev is depicted as powerful, similar to some kind of pagan deity: “His eyes, accustomed to smoke, fire and space, now shone with inspiration." Maltsev's enthusiasm is shared by the narrator: "We madly rushed to that distant land, rushing to its defense.")

– (The lightning that struck Maltsev seems like a blow higher powers, which was daringly challenged by the driver. This is a fight between equals, but Maltsev ended up blind. He drove the train “automatically,” feeling but not seeing his surroundings. Thus, Maltsev committed a number of violations: he walked past a yellow traffic light, a red one, the signals of the trackmen, and because of him, firecrackers exploded. Kostya guessed that Maltsev was blinded by a nearby lightning strike.)

– How do we see Maltsev on the fateful day of July 5?(Maltsev was captivated by the sight of a thunderstorm in the distance. He is depicted as powerful, like some kind of pagan deity. Maltsev’s enthusiasm is shared by the narrator: “We rushed madly to that distant land, rushing to its defense.”)

– Why was the trip on July 5 the last for Maltsev?(The lightning that struck Maltsev seems to be a strike from higher powers, which the driver daringly challenged. This is a struggle of equals, but Maltsev became blind as a result. He drove the train “automatically,” feeling but not seeing his surroundings.)

Fourth group.

–

– How does the author portray the investigator?(The investigator is depicted as a distrustful, indifferent person. He does not believe either Maltsev or his assistant: “He... got bored with me, like a fool.”)

– How do Kostya and Maltsev analyze what happened?(Maltsev saw the world in his imagination. The investigator needs facts, not “imagination”. Formally, the investigator is right. Both Kostya and Maltsev himself agree with this. Therefore, it is logical for Maltsev to be sent to prison.)

Maltsev's assistant.

– Give a description of the image of Maltsev’s assistant.

– When and under what circumstances will we learn the name of Maltsev’s assistant?(When Maltsev calls him by name, he asks him to drive the locomotive. When the critical moment comes, he realizes that he has gone blind, that he has become an ordinary, mortal person. When human understanding and participation become necessary.)

– Why doesn’t Kostya calm down after the tragedy that happened to Maltsev and think about the incident?(Kostya turns out to be a caring person: he tried to help his teacher-driver, defended Maltsev before the investigator, investigated the causes of the incident himself, and found a way to prove the innocence of the accused.)

What is the meaning of Kostya’s words: “Drive the car to the end, Alexander Vasilyevich: now you see the whole world!”?(Maltsev sees the world with new, clear eyes. This is also an “inner” insight - the acquisition of faith. And although Kostya “was not Maltsev’s friend,” the desire to “protect him from the grief of fate” performed a miracle. Thanks to the man’s talent, Kostya feels Maltsev “like own son.")

Fifth group.

Analysis of the beginning and ending of the story.

– It is known that the most difficult thing to write is the first and last sentence, as well as starting and finishing any work. How A.P. did it Platonov? What's good about the first sentence of the story?(A.P. Platonov begins the story in such a way that he immediately introduces the reader into the action: “In the Tolubeevsky depot, Alexander Vasilyevich Maltsev was considered the best locomotive driver.” This phrase indicates the location of the action, main character; it is said what this hero does in life, his special skill is noted, and people’s respectful attitude towards him is noted.)

– Comment on the last phrase of the story: “I was afraid to leave him alone, like my own son, without protection against the action of the sudden and hostile forces of our beautiful and furious world.” A.P. Platonov calls our world “beautiful and furious.” What is the meaning of these definitions?(The world is beautiful because it brings the joy of creativity, the joy of sensations, the beauty of nature. It is furious because it is hostile to man, does not allow man’s power over itself, crushes “chosen, exalted people.”)

– Why did Kostya take Maltsev on the locomotive?(Kostya saw that “facts are occurring that prove the existence of circumstances that are hostile and disastrous for human life, and these disastrous forces are crushing chosen, exalted people.” He “decided not to give up, because he felt something in himself that could not be in external forces of nature and in our destiny, - ... I felt that I was a special person... I became embittered and decided to resist, not yet knowing how to do it." Kostya acted on the inspiration of a "special person.")

– How does the author convey Maltsev’s feelings when he found himself on the locomotive again?(“He concentrated, forgot his grief as a blind man, and gentle joy illuminated the haggard face of this man, for whom the feeling of the machine was bliss.”)

– What helped Maltsev to see again?(The excitement that he experienced when returning to his life’s work. The excitement that was transmitted to Kostya: “I remained silent, worried with all my heart.”)

– What is the meaning of Kostya’s words: “Drive the car to the end, Alexander Vasilyevich: now you see the whole world!”?(Maltsev sees the world with new, clear eyes. He also saw the light because he believed in friendly support, in human indifference. This is an “internal” insight – the acquisition of faith. The always calm, stern Maltsev began to cry, Kostya kissed him in response. And although Kostya “was not Maltsev’s friend,” the desire to “protect him from the grief of fate” performed a miracle. This is how Kostya’s human talent manifested itself. This feature instilled in Kostya confidence in the capabilities of himself and his teacher. Thanks to the man’s talent, Kostya feels Maltsev “like his own son,” although at first he himself felt younger both in age and in abilities.)

– “You have to treat people like a father.” How do you understand these words of A.P. Platonov?(The author himself feels love for people, responsibility for them, and he expressed this “fatherly” feeling in the image of Kostya.)

– And now about last sentence story. Platonov calls our world “beautiful and furious.” What is the meaning of these definitions?(The world is beautiful because it brings the joy of creativity, the joy of sensations, the beauty of nature. It is furious because it is hostile to man, does not allow man’s power over himself, crushes “chosen, exalted people.” Maltsev had both a thunderstorm, and his helplessness as a blind man, and indifference of people. But a “furious” world gives a person the opportunity to express himself, assert his strength in struggle, feel the joy of overcoming. Only in this way can one understand the beauty of the world.)

Vocabulary work.

Find in explanatory dictionary Russian language S.I. Ozhegova, N.Yu. Shvedova means the words “axlebox”, “injector”, “firecracker”, “reverse”, “tender”. Make a dictionary. (cm. )

– Why do you think there are so many words and terms that are incomprehensible to most people in the story? What role do they play?(Incomprehensible words interest the reader, make the heroes special people. Such words add significance, weight and mystery to the heroes, and speak about the talent of the master.)

Stage 2. Understanding. Work in groups.

Students, with the help of their friends, answer the questions posed (work with the text of the story “In a Beautiful and Furious World”, select key words and phrases from the text to compile their part of the denotation graph).

(In conditions group work children get the opportunity to express their point of view in a group and only after that “voice” it in front of the class. Working in groups helps develop communication skills, critical thinking, speaking up, persuasion and discussion. Using this type of cooperation ensures that students cannot avoid completing a task.)

Stage 3. Reflection. Reflection and generalization. Construction of a denotation graph.

One representative from the group speaks on his assignment, gives a detailed answer on his part of the denotation graph and fills out his column in the diagram on the board, and everyone else makes up the diagram in the notebook.

The result of the work is a denotation graph compiled on the basis of the answers of the students speaking (cm. ).

Final question:

– Well, according to A.P. Platonov, is it possible to overcome the tenacious force of the violent forces of life?

V. Summing up the lesson.

– What did you succeed in the lesson?

– What didn't work in the lesson?

– Compose a syncwine based on the story you read.

Example of syncwine:

World,
Beautiful, furious,
It makes you happy, it makes you sad, it worries you.
We need to help each other.
Life.

VI. Homework message.

To choose from:

oral drawing: make oral illustrations of the episodes that made the greatest impression;

writing an essay on the topic: “The problem of mutual assistance in the modern world.”