David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Philosophy of Education 42 (1):35-48 (2008)
In this paper I examine Rousseau's strategy for teaching compassion in Book Four of Emile. In particular, I look at the three maxims on compassion that help to organise Rousseau's discussion, and the precise strategy that Emile's tutor uses to instil compassion while avoiding other passions, such as anger, fear and pride. The very idea of an education in compassion is an important one: Rousseau's discussion remains relevant, and he has correctly understood the significance of compassion for modern life. But in linking compassion to self-interest, he creates a tension between Emile's natural sentiments, including compassion, as a way of bringing him into the social order. The Buddhist and Christian views of compassion help to clarify some of the difficulties with Rousseau's account.
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References found in this work BETA
Thomas Aquinas (1274). Summa Theologica. Hayes Barton Press.
C. J. B. & N. J. H. Dent (1993). A Rousseau Dictionary. Philosophical Quarterly 43 (173):582.
Judith Barad (2007). The Understanding and Experience of Compassion: Aquinas and the Dalai Lama. Buddhist-Christian Studies 27 (1):11-29.
Immanuel Kant (1996). The Metaphysics of Morals. Cambridge University Press.
Mary P. Nichols (1985). Rousseau's Novel Education in the Emile. Political Theory 13 (4):535-558.
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