Jean jacques rousseau

A comparative study Among
Today’s Educators
1.Jean-Jacques Rousseau
Dr.S.Prakash
Principal
Thiagarajar College of Preceptors
Madurai.

Biography
 Born in Geneva on June 28,
1712
 Suzanne Bernard, his
mother, died a week after he
was born
 Brother ran away from home
 Isaac Rousseau, his father,
left Geneva to avoid
imprisonment
 Was raised by his uncle after
his father left
 Was sent to study in the
village of Bosey.
2
A COMPARATIVE STUDY AMONG TODAY'S
EDUCATORS

Biography (cont.)
• At 1741,arrived Paris.
• Met her wife Theres
Lovis
• Had five children.
• Due to poverty put
them in orphanage
• But he only wrote
about Child centered
Education.
3
EDUCATORS

Biography (cont.)
Books
• 1750- The Progress of Arts & Science
• 1752- The origin of Equality among men
• 1762- Social Contract
• 1762- Emile or concerning Education
These books set a revolution in Education at
Europe.
4
EDUCATORS

Biography (cont.)
• Believed “ Every thing is fine in nature, But
they become corrupt in the hands of man”.
• Lashed at the educational principles followed
in Europe.
• Incurred the enmity of the French Govt. and
lived many years in exile.
• He died in 1778. His death still a mystery.
5
EDUCATORS

Naturalism
His focus areas
• State of nature
• Natural man
• Natural contribution
State of nature
Natural man
Natural civilization
6
EDUCATORS

Conception of Ideal man
• Believed in Innate goodness of the child.
• Children became bad when they come into
contact with the society and artificial
environment
• “Leave the Child alone. Let him be a natural
man rather than a civilized man. Let him have
a state of nature rather than artificial
surroundings that shut is proper growth and
arrest his natural development”.
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EDUCATORS

EDUCATORS
8

Conception of Ideal man(Cont.)
• The ideal man is one who has the tallest
growth of all his innate potentials, leading to
balanced, harmonious, useful and natural life.
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EDUCATORS

Three fold meaning of nature
1
•Isolation from Society
2
•Instinctive make up of the child
3
•Contact with natural phenomenon
10
EDUCATORS

EDUCATORS
11

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12

Educational Philosophy
• Lays stress on natural physical environment.
• Emphasizes present life of the child as the
basis of education
• Accords important place to the child and its
uniqueness in Educational process
• Advocates education in accordance with the
nature of the child and his interests and
potentials
13
EDUCATORS

Educational Philosophy( Cont.)
• Gives prominent place to the concept of
freedom in education of child
• He gives insignificant place for knowledge
from books and verbal information imparted.
14
EDUCATORS

EDUCATORS
15

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16

Aims of Education
Self-expression- Development of innate
potentials
Autonomous development of individuality
Improvement of racial gains
Preparation for the struggle of existence
17
EDUCATORS

Curriculum
• Based on nature of child and his interest in
different development stages
• Lays stress on subjects that are helpful in self
preservation. (The act of keeping from
destruction, decay and ill)
• Importance to basic sciences, craft and
physical education
18
EDUCATORS

Methods of Teaching
Learning by observation and self expression
Learning by doing
Play way method of teaching kids
Heuristic method
19
EDUCATORS

Role of a Teacher
Observer Stage
setter
20
EDUCATORS

Role of a Teacher(cont.)
Individual instruction
• Developing individual characteristics of the
child
Learning by Actual practice
• Child should participate in different activities
and learn to do things with his own hands
• Attains more fulfillment this way as against
listening to the verbal discourses of the
teacher or by reading books
EDUCATORS
21

Role of a Teacher(cont.)
Learning by Direct Experience
Child learns many things informally. Outside
the school , Interacting with different people,
visiting new places and such other methods.
Practical mobility
The child tends to naturally acquire the moral
traits that he observes in others.
EDUCATORS
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Discipline
Believes in total freedom of the child
Discipline by natural consequences
23
EDUCATORS

Contributions to Education
• Focused the importance & recognition of child
in education process
• Education should be a pleasurable activity for
children
• Education should emanate from the
spontaneous self activity of the child
• Advocacy of free discipline through natural
consequences
24
EDUCATORS

Contributions to Education
• Method of Instructions to be inductive to
make teaching effective and interesting.
• Importance to craft learning
• Sense Teaching and Physical activities in
earlier development stages of the child.
• Schools should be located in natural settings.
25
EDUCATORS

Negative Education
Negative Education means to allow the child
to move freely, in nature so that he is able to
perfect the organs of his body, Which are
instrumental of acquiring knowledge
EDUCATORS
26

Negative
Education
No Time
saving
No Book
Learning
No Habit
formation
No Moral
education
No
Formal
lessons
No Social
education
EDUCATORS
27

Limitations of Negative Education
• His doctrine of discipline by natural
consequences is not acceptable and
dependable at all times
• He does not believe in forming habits of any
kind by the child
• He was against learning of books and totally
condemned them
EDUCATORS
28

Curriculum approach Recommended
in Emile for the developmental stages
• The book Emile has five chapters. Four
chapters talks about the developmental stages
and curriculum required for an imaginative
boy named Emile.
• The fifth chapter deals with his girl friend
sophie and the curriculum required for girls
EDUCATORS
29

1.In Infancy (1 to 5 years)
Curriculum should be such that it develops
physical strength in an atmosphere of perfect
liberty
EDUCATORS
30

2. In childhood (5 to 12 years)
• Curriculum should lead to development of
Senses.
• There should be no verbal lessons
• Emile is to learn from his own experiences
• According to him, “Exercise the body, the
organs, the senses and powers but keep the
soul lying far low as long as you can”.
EDUCATORS
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2. In childhood (5 to 12 years)……
EDUCATORS
32
Training Through senses
Learning to
Judge
Foresee
Reason
through
them

2. In childhood (5 to 12 years)……
• It is more than a mere use of them
• All Learning must come from play way.
EDUCATORS
33

3.In Pre-adolescence stage
(12 to 15 years)
• Curriculum build around curiosity which
should create an urge for Knowledge.
• This is the period of intellectual evaluation-
the period of Instruction, labour and study.
• The child may be introduced in studies
revealing nature, astronomy, science and the
arts and crafts.
EDUCATORS
34

(12 to 15 years)……
• Rousseau emphasizes the learning of manual
and industrial arts partly to make the child
independent and partly to overcome the
prejudice against manual work.
• He wanted to take the child from one
workshop to another and he must try his hand
at every trade.
EDUCATORS
35

(12 to 15 years)……
Banking
Transportation
Industrial
work
EDUCATORS
36
Rousseau
wanted the
child to
learn

(12 to 15 years)……
• He does not recommend the study of books
EDUCATORS
37

4. During Adolescence (15 to 20 years)
• This is the period of training of heart, to make
the child loving and tender-hearted so that he
may live peacefully in social relationship.
• In earlier stages, the child was an individual
working for self-perfection and self –
development.
• Now he has to be social and adapt himself to
the conduct and interests of others.
EDUCATORS
38

Appropriate subjects of study
The study
of Society
Politics Economics
History Religion
EDUCATORS
39

Moral
Education
Benevolence
Kindness
Service
Sympathy
EDUCATORS
40

4. During Adolescence
(15 to 20 years)………
• Moral Education should be given through
activities and occupations and not through
lectures on ethics.
• History can be utilized as a means of foreign
instruction.
• Travel is recommended for knowing the world
and the institutions of the neighboring
countries.
EDUCATORS
41

4. During Adolescence
(15 to 20 years)………
• At this stage, the youth undergoes a new birth
on account of the appearance of sex impulse
• Sex instruction is to consist of direct oral
exhortation on chastity and an explanation of
the mysterious of creation in the world of
planets, animals, and men. In dispassionate
manner.
EDUCATORS
42

Curriculum for Girls
• Rousseau does not recommend the same type of
education for women as for men.
• His conviction is that the functions of men and
women are different.
• “Men are born to serve, Women are born to
please,” says Rousseau.
• “A Woman should bring up man in childhood,
tend him in manhood, counsel him through out
his life and make his life agreeable and pleasant.”
EDUCATORS
43

Curriculum for Girls……
• Women are the makers of men
• They are the chaste guardians of our morals,
and the sweet security of our place.
• Rousseau advocated no literary education for
women.
EDUCATORS
44

Rousseau’s Recommendations for
women
House keeping
Tailoring
Embroidery
Religious Education
EDUCATORS
45

Critical Evaluation of Rousseau as an
Educationist
• He discovered and recognized the child hood
traits.
• He was the fore-runner of modern
educational Psychology
• He introduced new methods of teaching
• He emphasized the value of concrete objects
• He laid the foundation of free discipline
• He gave sociological emphasis to education.
EDUCATORS
46

Conclusion
EDUCATORS
47
Rousseau did in the world of
ideas what the French
revolutionist did in the world of
politics. He made a clean sweep
and endeavoured to start afresh
-R.H.Quickk

Conclusion…..
EDUCATORS
48
Rousseau was the fore-runner of so many,
who have followed in the traits: he blazed
through the forest until now they have
become the broad highway of common
travel.
-Munn

EDUCATORS
49
REVIEW
Rousseau’s Biography
Naturalism
Educational Philosophy
Contributions to Education
Negative Education
Curriculum approach
Critical Evaluation of Rousseau as
Educationist

The End
EDUCATORS
50

Jean jacques rousseau

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