Rosseaus Theory of Education - Term Paper Example

Rousseau’s Theory on Education Jean Jacques Rousseau’s theory on education is part of his wider and more general dis on freedom and in the construction of social arrangements with the primary aim of maximizing man’s ability to choose amidst the perceived unpredictability of human choice. His discourse on this subject is not only contained in a single tome but in several of his major works, some of them containing lengthy chapters on the subject. In A Discourse on Political Economy (2004), the philosopher referred to education as a key social arrangement. He stated: “To form citizens is not the work of a day; and in order to have men it is necessary to educate them when they are children.” (p. 16) In Emile (2007), Rousseau articulated how education as a social arrangement could be achieved – that by education leads men to virtue by giving him the necessary foundation from which he could build virtuous institutions and enact virtuous laws that represent the will of the many. All in all, education for Rousseau is extremely important, as a means to noble and worthwhile objectives. Experience and Truth In keeping with Rousseau’s position that education should be natural and should lead men to virtue, he discussed how truths should be attained. He first argued that man is fundamentally ignorant of what is good or that he has no intrinsic knowledge of it. However, he has the capability to love goodness once reason has revealed it on him. In addition, reason, for the philosopher fuels self-interest, which takes away from compassion – a prerequisite in determining truth. That is why it cannot establish truth by itself. In Emile, Rousseau declared that truth exists not in the mind of those who judge them but that individuals have to yield to sentiments so as to discern it. (p. 290-294) The ideal tutor for Rousseau is one who is characterized by his faculties, sentiments along with his reason so that he fears nothing, acquires the finest habits and is not prone to negative qualities or constraints. With these in mind, one is led back to the issue of experience. It is through this variable with the help of his senses that an individual is introduced and familiarized with both reason and sentiment so that he can proceed on his personal development. Character vs. Academic Subjects In the words of academics today, what Rousseau advocated can be considered as experiential learning. Instead of academic learning or an emphasis on theories, there is focus on character building and letting nature takes its course but in such a way that shapes individuals according to the demands of good citizenship. For Rousseau, this is necessary in order for nature and society to act in harmony. An interesting variable here is the importance placed by Rousseau on children and their education. The argument is for a permissive environment, which would allow children to experience childhood as much as possible. In teaching, for instance, the teacher, in Rousseau’s opinion, should not force content, situation or anything on the child learner unless he or she displayed willingness for it. The teacher is admonished to wait “for the signs of internal strivings which signal the learners’ readiness to progress to new things and new social experiences before he is exposed to them.” (Thut 1957, p. 133) Rousseau discussed this in detail this in his “unfoldment theory”, which according to Bayles and Hood (1966), is based on the belief that “the child’s innate destiny (is) enfolded within him at birth and destined to unfold in the stage-order predestined at birth.” (p. 82) In Emile, the philosopher maintained: “nature would have them children before they are men. If we try to invert this order we shall produce a forced fruit immature and flavorless, fruit which will be rotten before it is ripe; we shall have young doctors and old children.” (p. 54) In children, and also for the general learner, Rousseau wanted for them to learn by losing time and not saving it because only in this manner would individuals learn how to avoid vice and the spirit of error. On Men and Women Rousseau’s discourse on the children’s learning also highlighted his position on education in the context of gender relationship. This is demonstrated in Emile, which the philosopher considered one of his greatest works. The book talked about a boy and what education is best suited for him. There was also a reference to an ideal woman – Sophy - and what kind of education is appropriate for her. Although there is no direct or explicit reference, the ideal education as outlined in Emile was intended for Emile himself, the boy-protagonist. Education for women was suggested to contain those about domestic crafts mostly. Here, one sees that Rousseau’s education theory is utilitarian in essence and must be borne out of necessity. It is a needs-based theory that requires for both men and women not to become equals but to complement each other just like how nature and society act together. With this in mind, it is easy to understand how education has been sought by the philosopher for the purpose of facilitating a complementary relationship between the two sexes. In this regard, it becomes necessary for education to cater to the needs of the learner according to their gender as well. What is good about Rousseau’s theory on education is its in-depth insight on human nature. The manner in which he valued freedom demonstrates his progressive attitude towards teaching approach, learning content and the objectives of education. On the other hand, his stand on the way reason and sentiment, young and adult, men and women, must complement each other underscore his belief on the constraint necessary in order to guide such freedom to achieve the noble objectives of education and for individuals to attain happiness by satisfying all the requisites of living a virtuous and truthful life with the help of education. References Bayles, E. and Hood, B. (1966). Growth of American educational thought and practice. Harper & Row. Rousseau, JJ. (2004). A Discourse on Political Economy. Kessinger Publishing. Rousseau, JJ. (2007). Emile. READ Books. Thut, I.N. (1957). The Story of Education: Philosophical and Historical Foundations. New York: McGraw-Hill. Read More