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2012, A Depersonalized Society? Educational Proposals
● Source: Pawel Tarasiewicz, “Karl Marx: Rousseau’s powerful ally,” in Proceedings of the International Congress: A Depersonalized Society? Educational Proposals (13–15 May 2010, Barcelona), ed. Enrique Martínez (Barcelona: Editorial Balmes, 2012), 153–159 [ISBN 978-84-201-0670-2] ● Summary: For over last two centuries, education in the West has been destructively influenced by the philosophical thought of Jean Jacques Rousseau. Following the route of exposing threats, which waylay the Catholic understanding of human being and education, I would like to point out that Rousseau’s educational utopianism is actually neither alone, nor prevailing. For the contemporary culture seems to be under the dramatic impact of many idealistic thinkers which actually are captained by Karl Marx. ● Keywords: Rousseau, Marx, education, utopianism, human nature, culture, morality, Marxism, ideology, revolution, society.
Revista de Educação PUC-Campinas
Rousseau and his child-centered, anticultural education | Rousseau e sua educação infantocêntrica e anticulturalThe Cambridge Handbook of Democratic Education
Rousseau on Democratic Education2023 •
In Emile, Jean-Jacques Rousseau describes the education of a fictional student who follows his interests and “discovers” facts by problem-solving. Rousseau’s educational philosophy was embraced by child-centered progressives committed to advancing a distinctively democratic conception of education. They believed that Rousseau outlined principles for forming autonomous and independent citizens—precisely the kind of citizens ready to meet the demands of democratic self-government. In other works, however, Rousseau calls for a system of public schooling that forms patriots. He writes that education “must give souls the national form, and so direct their tastes and opinions that they will be patriotic by inclination, passion, necessity.” Can this authoritarian approach to education be reconciled with the laissez-faire principles of Emile? Should either of these educational visions be called democratic? This chapter offers answers to those questions and argues that, ultimately, both approaches aim to improve how citizens relate to one another.
This article intends to reexamine Rousseau's educational theory in the context of the nature/ culture opposition. In contemporary discussions on the nature/culture dualism, it has been often stated that his educational theory is based on the assumption that a child is a natural being. However, the author demonstrates that Rousseau was instead committed to a duality of human nature; this influences his educational theory. In his model, human nature consists of a natural and a social side; these two parts are in conflict which seems unsolvable due to the present state of society. A child is regarded as a figure which is open to the future reconciliation of nature and culture. Thus, Rousseau's model of education is presented not from the standpoint of the present state of society, but from the standpoint of an ideal state which might be built in the future. In addition, the examination of human duality allows one to show that Rousseau's ideas on civil and private education are closely interrelated.
Anglo-American readings of the works of Jean-Jacques Rousseau from the late 19th century to the present have been mixed, to say the least. If one looks at explorations of Rousseau’s political and educational texts, one notices that while scholars such as Roger D. Masters, Judith Shklar, and Patrick Riley have given valid and insightful readings of Rousseau’s works, many conservative Anglo-American critics and scholars project ideological perspectives onto Rousseau’s writings, seeing The Social Contract, Emile, and other texts as harbingers of totalitarianism or exemplifications of hypocritical manipulation. In this paper these latter readings (or misreadings) are criticized for their misunderstanding or misappropriation of Rousseau’s philosophical achievement under the form of a detailed commentary revisiting some of the more complex concepts in Rousseau’s writings. Rousseau can be seen as a constellating figure who has become an intellectual scapegoat for conservatives such as Irving Babbitt, J. L. Talmon, and Lester G. Crocker, and more recently for Jonathan Israel and Michael Coffman. This lack of ability to understand the nuances underlying Rousseau’s philosophy raises concerns about ideological tendencies within educational systems in which such misunderstandings are fostered by overemphasis on specific and limited perspectives linked to empiricism, pragmatism, political and historical slants, and other philosophical trends.
American International Journal of Social Science
Changes of Perspective Introduced by Rousseau in Educational PracticeThis paper is an attempt to discuss Rousseau’s ideas on educational practice through his book Emile, arguably one of the most noteworthy books on education available today. Rousseau makes an effort to describe an approach to education based on nature, emphasizing harmony and a strong concern for the child. Such concepts are fundamental in Rousseau’s ideas, which would later impact child development theories of Werner, Pestalozzi, Herbert, Piaget and Vygotsky, albeit with different results and related theories.
Rousseau lays out his preferred educational system in Emile. I will briefly discuss Rousseau's earlier philosophical works, then move on to a longer analysis of Emile, and work toward a practical mode of implementing this educational system into a state.
2001 •
Problemy Wczesnej Edukacji
Jean-Jacques Rousseau and his ideas in the spectrum of the pressing challenges of our time: to the postulates of modern psychological and pedagogical interaction2015 •
The personality and creativity of Jean-Jacques Rousseau are multifaceted, sometimes difficult to structure and observe in modern humanistic theorizations, although the idea of a special social function of personal sovereignty and the idea of history as a meaningful synthesis of historical facts have not lost their relevance today, if we find the necessary range of review and ways of implementation. Another example – the idea of education as a system, which should be the very nature – the nature of the pupil, the “nature-loving” educator, and the natural educational process itself. If we consider the idea of following the natural pupil so as to create conditions for detection, disclosure, and facilitating the full deployment of the individual capacities of the pupil, this idea is at least highly relevant. This is an aspect of the modern psychological, pedagogical, and even – political – mainstream, the focus of what is most concerned about contemporary human society and its various i...
Zenodo (CERN European Organization for Nuclear Research)
Educational and Philosophical Ideals of Jean Jacques Rousseau2022 •
v. 3 n. 2 (2020): Diálogos sobre relações étnico-raciais
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