III. Rousseau's Novel Education in the Emile

Nichols, Mary P.

doi:10.1177/0090591785013004003

Cited by 10 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“… 4. For a discussion of the ways in which Rousseau's account of compassion, natural religion and love all fit together, see Nichols, 1985. …”

mentioning

confidence: 99%

Rousseau and the Education of Compassion

White

2008

Journal of Philosophy of Education

View full text Add to dashboard Cite

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.

show abstract

“… 4. For a discussion of the ways in which Rousseau's account of compassion, natural religion and love all fit together, see Nichols, 1985. …”

mentioning

confidence: 99%

Rousseau and the Education of Compassion

White

2008

Journal of Philosophy of Education

View full text Add to dashboard Cite

show abstract

“…These inhibiting passions are believed to be reinforced and strengthened by a kind of ‘positive’ education primarily aimed at preserving society such as it is (Plamenatz, ). The first task of education must therefore be to allow the child to develop a kind of self‐love ( amour de soi ) preventing him from being ‘plagued by fears of what may befall him or desirous of goods he cannot attain, [but where] he is happy in the present’ (Nichols, , p. 535). Because people are prone to impose their own will upon others, Rousseau concludes that the child's first teacher must be nature rather than man.…”

Section: Education As Formation In Rousseau's Emilementioning

confidence: 99%

In the Absence of Adults: Generations and Formation inHunt for the Wilderpeople

Lilja¹,

Dahlbeck²

2019

Journal of Philosophy of Education

View full text Add to dashboard Cite

Taika Waititi's recent film 'Hunt for the Wilderpeople' (2016) portrays the coming-of-age of a young boy, Ricky, in a world with few recognisably responsible adults. While the film does not engage explicitly with formal education, it raises several questions central for understanding education as formation, highlighting the generational aspects of educational relations and pointing to the importance of an adult world taking responsibility for the formation and upbringing of the younger generation. Departing from a discussion on the role of formation and intergenerational relations in Rousseau and Arendt, we will draw on the film's portrayal of an adult world in crisis in order to discuss some of its possible consequences for understanding education in terms of intergenerational relations and formation. This involves raising questions about the educational consequences of the absence of recognisably responsible adults and it involves investigating how this absence might impact our understanding of education as the formation and upbringing of educated human beings.We are born weak, we need strength; we are born totally unprovided, we need aid; we are born stupid, we need judgement. Everything we do

show abstract

“…When Emile reaches adolescence, however, Rousseau attempts to educate him to live in the society of others and to accept the limits such society imposes. Rousseau thus tries to connect Emile to other human beings while maintaining his self‐dependence and freedom” (Nichols 1985, 536). Emile must achieve a sort of balance that acknowledges society and the limits to one's freedom but eschews social dictates and public opinion that erode his independence.…”

Section: Rousseau: Throw Off Those Swaddling Clothesmentioning

confidence: 99%

“…Rousseau's approach to education requires the rejection of an external absolute. As Nichols explains, such external absolutes or ideal types require the student to seek those things that are outside oneself, thereby becoming dependent on others, which is a source of misery (Nichols 1985, 535). Of course, there is reason to question whether Rousseau is actually successful at this, and Rousseau himself discusses the control the tutor has over his pupil (Rousseau 1762/1993, 356).…”

Section: Rousseau: Throw Off Those Swaddling Clothesmentioning

confidence: 99%

That All Children Should Be Free: Beauvoir, Rousseau, and Childhood

Scholz¹

2010

Hypatia

View full text Add to dashboard Cite

Simone de Beauvoir offers one of the most interesting philosophical accounts of childhood, and, as numerous scholars have argued, it is one of the most important contributions that she made to existentialism. Beauvoir stressed the importance of childhood on one's ability to assume one's freedom. This radically changed how freedom was construed for existentialism. Rather than positing an adult subjectivity that tries to flee freedom through bad faith, Beauvoir's account forces a recognition of a situated freedom that itself is also developmentally achieved. In this article, I explore the influence of Jean-Jacques Rousseau on Beauvoir's discussion of childhood. By reading Beauvoir through Rousseau—who was one of her favorite authors—we see not just one but two accounts of childhood in Beauvoir's philosophical work. On the one hand is the idealistic childhood wherein the child is an apprentice to freedom. On the other is the constrained childhood whose product is apprenticed to the serious. I begin with a brief summary of Rousseau's Emile. Next, I offer some justification for reading Beauvoir alongside Rousseau before offering an account of Beauvoir's discussion of childhood. I end by exploring some of the implications of my reading for freedom.

show abstract

III. Rousseau's Novel Education in the Emile

Cited by 10 publications

References 0 publications

Rousseau and the Education of Compassion

Rousseau and the Education of Compassion

In the Absence of Adults: Generations and Formation inHunt for the Wilderpeople

That All Children Should Be Free: Beauvoir, Rousseau, and Childhood

Contact Info

Product

Resources

About