A CRITICAL EVALUATION OF J.J ROUSSEAU’S CONCEPT OF EDUCATION

A CRITICAL EVALUATION OF J.J ROUSSEAU’s CONCEPT OF EDUCATION

CHAPTER ONE

INTRODUCTION

• Background of the study

All that we lack at birth and need when grown up is given, to us by education. This education comes to us from nature, from men or from things. The internal development of our faculties and the organs is the education of nature. The use we learn to make of this development is the education of men. (Cahn 155) These are the words of a man who has had a propound influence on the field of education. This man is none other than Jean Jacques Rousseau. Rousseau is one of those philosophers who has been greatly misunderstood. Many have criticized his philosophy as being totally outdated and not much applicable in today’s situation. But this seems paradoxical as Rousseau has also been that person who has had a great influence in the field of education. If not his method, then other methods fashioned on his philosophy have been introduced in different fields of education. So one would consider whether Rousseau has something to offer us or not. The reply to such a doubt is yes. If not his method, then the philosophy behind the method is of great importance. It is important to understand that Rousseau has been criticized more because people have not really understood why he expressed himself the way he did. Two main aspects come out very strongly in his philosophy. They are nature, and the child. Both these were of great importance in his philosophy of education. In order to grasp the reason for his philosophy one ought to understand his background and the context in which he wrote. Thus a brief life-sketch and his works, in the Introduction, should enable us to see what events and situations conditioned Rousseau to think andwrite the way he did. he simple Protestant city of Geneva. His father, a watchmaker, was descendent from a Parisian family, and inherited much of the Romanticism, mercurial temperament, and love of pleasures of his forbears. The mother of Rousseau, too, although the daughter of a clergy man, was of a morbid and sentimental disposition. She died at the birth of Jean Rousseau. (Graves 77) Rousseau was brought up by an indulgent aunt, who never bothered to correct him when he faltered. She completely failed to instill in him any moral principles. This tendency for a want of self-control was furthered increased by his father, who had an equally careless attitude. When Rousseau was only six, his father would sit with him night after night and read to him the most silliest and sensational romances, which were left behind by his wife. It is for this reason that extreme emotionality, imaginativeness and precocity were nurtured within the child at a really early age. “After a year or so, the novels were exhausted and Rousseau had to turn for material, to the more sensible library of his grandfather, the preacher.” (Graves 78) Some of these works included the parallel lives of Plutarch and the standard histories of the day. These works had a lasting impression on his character. They contributed to his sense of heroism and what he afterwards termed ‘that republican spirit and love of liberty, that haughty and invincible turn of the mind, which rendered me impatient of restraint.’ His want of control may in this way have first come to turn itself toward the revolution and the destruction of existing society. (Graves 78)Jean-Jacques Rousseau (1712-1778) was the precursor of the romantic movement in arts (and literature). The eighteenth-century period in history commonly tagged: “The Age of Enlightenment” was characterized by a revolt against the established order. The period also marked a turning point in the history and identity of Europe, and, by extension, philosophy itself. It was an age that was critical of existing theories, methods, systems and practices; an age petrified with individualistic doctrine that man was free to express himself; an age in which the arts and sciences gained an extra-ordinary prominence; an age whose common trademark was the rejection of the authority (of priests and kings) and consequently anything which could be recommended by reason or common sense was accepted (John, 2009:221).

A CRITICAL EVALUATION OF J.J ROUSSEAU’s CONCEPT OF EDUCATION