David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Educational Philosophy and Theory 43 (5):508-520 (2011)
The following is a reflection on the possibility of teaching by example, and especially as the idea of teaching by example is developed in the work of Jean-Jacques Rousseau. My thesis is that Rousseau created a literary version of himself in his writings as an embodiment of his philosophy, rather in the same way and with the same purpose that Plato created a version of Socrates. This figure of Rousseau—a sort of philosophical portrait of the man of nature—is represented as an example for us to follow. This would appear to have been dangerous and destabilizing work, given the mental distress that it caused Rousseau in striving to live up to his fictional self. Rousseau's own ideas on the nature of teaching by example are presented in a discussion of the section in ‘Emile’ which Rousseau takes from an incident in his own life—the story of his meeting with a young Savoyard priest who befriended him and influenced him through the power of his example
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References found in this work BETA
Gilbert Ryle (1949). The Concept of Mind. Hutchinson and Co.
Gregory Vlastos (1991). Socrates, Ironist and Moral Philosopher. Cornell University Press.
George Steiner (2003). Lessons of the Masters. Harvard University Press.
Citations of this work BETA
Hunter Mcewan (2011). Narrative Reflection in the Philosophy of Teaching: Genealogies and Portraits. Journal of Philosophy of Education 45 (1):125-140.
Mark E. Jonas (2016). Rousseau on Sex-Roles, Education and Happiness. Studies in Philosophy and Education 35 (2):145-161.
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