Journal of Philosophy of Education 42 (1):35-48 (2008)
Abstract |
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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DOI | 10.1111/j.1467-9752.2008.00613.x |
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References found in this work BETA
The Understanding and Experience of Compassion: Aquinas and the Dalai Lama.Judith Barad - 2007 - Buddhist-Christian Studies 27 (1):11-29.
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Citations of this work BETA
Patriotism in British Schools: Principles, Practices and Press Hysteria.Michael Hand & Joanne Pearce - 2009 - Educational Philosophy and Theory 41 (4):453-465.
Understanding the Phenomenon: A Comparative Study of Compassion of the West and Karuna of the East.Parattukudi Augustine & Melville Wayne - 2019 - Asian Philosophy 29 (1):1-19.
Rousseau on Sex-Roles, Education and Happiness.Mark E. Jonas - 2016 - Studies in Philosophy and Education 35 (2):145-161.
The Primacy of Pity: Reconceiving Ethical Experience and Education in Rousseau.Emile Bojesen - 2016 - Ethics and Education 11 (2):131-140.
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The Role of Compassion in Moral Education.Pedro Ortega Ruiz & Ramon Minguez Vallejos - 1999 - Journal of Moral Education 28 (1):5-17.
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