Rousseau’s Virtue Epistemology

Hanley, Ryan Patrick

doi:10.1353/hph.2012.0027

Cited by 14 publications

(5 citation statements)

References 19 publications

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“…see (Ameriks 2012;Cassirer 1983;Shell 2009;Velkley 1989;Zammito 2002). 18 For discussion of Rousseau's epistemology see (Hanley 2012;Marshall 2012). atheism. 19 The work begins by putting forward what might initially be thought of as a two-power model of cognition.…”

Section: Rousseau's Sticksmentioning

confidence: 99%

Kant on the spontaneous power of the mind

Callanan

2017

British Journal for the History of Philosophy

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It is well known that at the heart of Kant's Critical philosophy is the claim that the mind possesses an essentially spontaneous power or capacity [Vermögen]. It is also sometimes maintained that Kant's appeals to this spontaneous power are intimately tied to his recognition of there being a fundamental and irreducible normative dimension to judgment. However, I attempt to complicate this picture by way of appeal to some less appreciated influences upon the development of Kant's epistemology. A different conception of the role of spontaneity in judgment has clear precedents, I claim, in the works of Cudworth and Rousseau. There the imagined role for the active power of the mind is not to identify criteria that might serve as norms for epistemically responsible judgment. Rather the spontaneous power of the mind is cited as the source of representational contents that secure the truth conditions of our everyday claims to empirical knowledge.

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Section: Rousseau's Sticksmentioning

confidence: 99%

Kant on the spontaneous power of the mind

Callanan

2017

British Journal for the History of Philosophy

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“…Rousseau thus devises an educational scheme which, according to Hanley’s (2012) extremely sophisticated treatment, proceeds in three stages (sensory education, judgement or reasoning, conscience and willing), each stage building on the preparatory work completed in the former. 7 Again, its aim is to ultimately cultivate the student’s reasoning and judging capacities, and his conscience, such that he is able to see the truth of man’s relations, look past the appearances, arbitrary opinions and prejudices circulating in society, and so prevent them from influencing his imagination and inflaming his amour-propre .…”

Section: IImentioning

confidence: 99%

“…The third stage involves transferring the student’s ‘cultivated capacity for the judgment of physical relations to the judgment of moral relations; indeed Rousseau is explicit in insisting that the study of “real material relations” is the necessary preparative for “bringing him ever closer to the great relations he must know one day in order to judge well of the good and bad order of civil society”’ (Hanley, 2012: 255). To cultivate Emile’s reason and judgement of human relations, Rousseau turns to history, specifically Plutarch.…”

Section: IImentioning

confidence: 99%

Emile the citizen? A reassessment of the relationship between private education and citizenship in Rousseau’s political thought

Gomes

2015

European Journal of Political Theory

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It is often said that the claims of man and citizen are irreconcilable in the philosophy of Jean-Jacques Rousseau. This view, most famously articulated by Judith Shklar, holds that the making of a man and the making of a citizen are to be understood as rival enterprises or competing alternatives. This reading has recently been challenged by Frederick Neuhouser. He argues that one can make a man and a citizen, but only if the education of each is performed in the absence of the other. In his view, Emile is raised to be a man first (Books I-IV) before his subsequent instruction in citizenship (Book V). This paper challenges both views. I argue that the making of man and citizen are, in principle, neither rival enterprises nor competing alternatives, and that although Neuhouser is indeed correct to argue for a successive system of education, the making of a citizen is not completed in Emile, but extends into the Social Contract. His account diminishes the crucial role the Lawgiver plays in the fashioning of citizens capable of discerning the general will. I show that although raising individuals under a system of private instruction does not preclude their transformation into citizens but makes such a transformation possible, it is on its own incapable of making citizens.

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“…Los sentidos y los órganos a ellos asociados sólo pueden desarrollarse mediante el ejercicio (OC, IV, 402) y la práctica continuada. A este respecto abordamos la interpretación de la epistemología rousseauniana a través de tres etapas de desarrollo: el conocimiento originado en las impresiones sensoriales, la transición de la sensación a la capacidad de juicio, y su concepción del desarrollo mental, indispensable para la virtud ética (Hanley, 2012). Para Rousseau, la única metodología posible en los primeros años es la que denomina "educación negativa".…”

Section: Revista Complutense De Educaciónunclassified

La educación en J.-J. Rousseau: un antecedente metodológico de la enseñanza basada en la formación en competencias

Arizmendiarrieta¹,

Ferra²

2014

Rev. Complut. Educ

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Resumen Sabiendo la enorme repercusión e influencia que ha tenido J.J. Rousseau en la pedagogía moderna, el reciente tricentenario de su nacimiento puede ser una buena oportunidad para reflexionar sobre su extraordinaria actualidad. El presente trabajo es una investigación teórico-educativa llevada a cabo con un método hermenéutico analítico-comparativo. Su objetivo es mostrar cómo algunos planteamientos de su pensamiento educativo poseen gran similitud con ciertos cambios que exige la actual enseñanza basada en la formación en competencias, de modo que podría considerarse como un antecedente metodológico de la misma. Para lograr este objetivo se ha dividido la exposición en tres partes. En la primera parte se realizará un análisis de la teoría educativa de Rousseau en los tres primeros libros del Emilio, en los que uno de los temas principales es el aprendizaje basado en la propia experiencia, fomentando la autosuficiencia, la curiosidad y la motivación por aprender. Rousseau propone como método la educación negativa que exige, entre otras cosas, un seguimiento constante del aprendiz por parte del tutor. En la segunda parte se abordará una breve exposición de los cambios más relevantes y características de la enseñanza basada en la formación en competencias, así como su finalidad. Destaca la necesaria actividad y participación del alumnado en su propio aprendizaje a través de la realización de tareas. El nuevo modelo educativo lleva consigo un cambio radical en la estructura curricular en el que destaca la transformación de la metodología de aula y el rol docente. Para finalizar, la tercera parte tendrá como objetivo elaborar una síntesis comparativa entre ambas propuestas agrupando los paralelismos en cuatro temas: el origen de ambos modelos, su finalidad, metodología y cambio en la función docente. Palabras clave: método activo, aprendizaje por experiencia, rol del profesor, competencias. AbstractTaking into account the huge repercussion and influence that J.J. Rousseau has had on modern pedagogy, the recent tercentenary of his birth is a good opportunity to think about his outstanding relevance nowadays. This paper is a theoretical and educative research developed with an analytic and comparative hermeneutical method. The main objective is to show how some concepts of his philosophy of education have a great similarity with certain changes that Beatriz Sierra-Arizmendiarrieta y Miguel Pérez-Ferra the present competency based teaching is demanding, so it could be considered its methodological background. In order to achieve this objective this exposure has been divided in three parts. The first part is an analysis of Rousseau's educational theory as developed in the first three books of the Emilio, in which one of the main themes is self experience-based learning, fostering self-sufficiency, curiosity and the motivation for learning. Rousseau proposed as a method the negative education, which requires, among other conditions, a constant monitoring of the learner by the tutor. In the second part, a brief summa...

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Rousseau’s Virtue Epistemology

Cited by 14 publications

References 19 publications

Kant on the spontaneous power of the mind

Kant on the spontaneous power of the mind

Emile the citizen? A reassessment of the relationship between private education and citizenship in Rousseau’s political thought

La educación en J.-J. Rousseau: un antecedente metodológico de la enseñanza basada en la formación en competencias

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