Republic of the Philippines
State Universities and Colleges
GUIMARAS STATE UNIVERSITY
Mclain, Buenavista, Guimaras
MODULE 3
PHILOSOPHY OF EDUCATION
ROUSSEAU’S EMILE’ AND EDUCATIONAL LEGACY
I. OBJECTIVE:
At the end of the lesson the student must:
1. Explain the educational philosophy of Jean Jacques Rousseau
2. Appreciate the value of nature considering as the best source of concept on
Rousseau‟s education
3. Apply Rousseau‟s educational philosophy in actual situation
II. PRE TEST
Multiple Choice. Read and answer the questions carefully. Choose the best
answer.
1. What are the three sources of education as Rousseau‟s stipulated in his study?
a. nature, men and things c. nature, animals and men
b. nature, God and men d. nature, things and animals
2. According to Rousseau, what is education?
a. Education is merely imparting information or storing knowledge.
b. Education is a process of instruction rather than guidance by the teacher
c. Education is the development of the child‟s natural powers and abilities from
within according to nature, men and things.
d. All of the above
1
Republic of the Philippines
State Universities and Colleges
GUIMARAS STATE UNIVERSITY
Mclain, Buenavista, Guimaras
III. FEEDBACKING OF THE PRE – TEST
Rousseau‟s philosophy of education concerns itself not with particular
techniques of imparting information and concepts, but rather with developing the
pupil‟s character and moral sense, so that he may learn to practice self-mastery
and remain virtuous even in the unnatural and imperfect society in which he will
have to live.
IV. PRELIMINARY OF THE SUBJECT MATTER
The influence of Rousseau on education is evident even today. If it is
accepted that the child should be imparted education, while treating him as a
child and conservation should have no place in education., it is all due to
Rousseau. He firmly believed that education is a natural and not an artificial
process. It is the development from within, and not something from without. It
comes through workings of natural instincts and interests, and not through
response to external force.
V. CONTENT
Jean-Jacques Rousseau; 28 June 1712-2 July 1778) was a Genevan
philosopher, writer, and composer of the 18th century. His political philosophy
influenced the French Revolution as well as the overall development of modem
political, sociological, and educational thought. Rousseau‟s novel Emile, or On
education is a treatise on the education of the whole person for citizenship.
PURPOSE OF EMILE
The work that made Rousseau famous and which would great for us would
be his Emile. It is in this book that one will find his concerns on the child, and his
aims of education. Emile undertakes to show how education might minimize the
drawbacks of civilization and bring man as near to nature as possible.
Rousseau‟s Emile is a kind of half treatise, half novel that tells the life story
of a fictional man named Emile. In it, Rousseau traces the course of Emile‟s
development and the education he receives, an education designed to create in
him all the virtues of Rousseau‟s idealized “natural man,” uncorrupted by modern
society. According to Rousseau, the natural goodness of a man can be nurtured
and maintained only according to this highly prescriptive model of education, and
2
Republic of the Philippines
State Universities and Colleges
GUIMARAS STATE UNIVERSITY
Mclain, Buenavista, Guimaras
Rousseau states that his aim in Emile is to outline that model—a model that
differed sharply from all accepted forms of the time.
1. ROUSSEAU’S PHILOSOPHY
He is known as a revolutionary philosopher, who wrote against the
contemporary social and political set up, hypocrisy, artificiality, cruelty,
correlation, despotism prevalent at that time. The key notes of his philosophy is
termed Naturalism, it contains his concepts of Natural state, “Natural man” and
Natural civilization.
Natural state is a simple farming community or state without the evils of
large cities corrupt rulers, social classes and luxury. He believed that „Goodness
was innate and evils as acquired‟. About natural man he says, “Man is born free,
but everywhere he is in chains.” In the words of Rousseau, “Civilized man born,
lives and dies in a state of slavery.
Natural man according to Rousseau is governed and directed by the laws
of his own nature rather than those of social institutions. He believed the man
would have been happier if he had been allowed to remain in his natural stage.
He was against so called civilization.
By natural civilizations he meant the simple farming life. Rousseau “God
makes all the things good; man meddles with them and they become evil” He
declared” Everything is good as it comes from the hands of the Author of nature,
but everything degenerates in the hands of man”,
Rousseau remarked, “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 stunt the proper growth and arrest his natural development”.
Natural civilization id free from artificial surroundings and rigid barriers that
pollute the goodness of our nature. „Return to nature‟ was his method to cure all
troubles human nature his natural heritage is essentially good and must be given
the full opportunities for fee development. He advocated the concept of liberty,
equality and fraternity. He has given three fundamentals of the Nature
considering them the best sources of education.
3
Republic of the Philippines
State Universities and Colleges
GUIMARAS STATE UNIVERSITY
Mclain, Buenavista, Guimaras
Isolation from society: should be isolated from society and brought up
by laws of nature he should not be allowed to acquire the evils of the society.
Innate Tendencies of the child: In the words of Rousseau, the innate
tendencies to primitive emotions, instinctive judgment and natural instinct are
more reliable bases for action than the experience gained from the society In this
sense education means the spontaneous development of these innate tendencies
of the child.
Contact with Natural Environment: is to make contact with the
natural environment i.e. hills, trees, plans birds, animals, woods, stones and
physical forces. Thus the child should be brought up in natural environment. As a
result of it he will automatically become a rational being and act according to the
voice of his conscience.
2. EDUCATIONAL PHILOSOPHY OF ROUSSEAU/ CONCEPT OF
EDUCATION
His educational philosophy is born out of his philosophy i. e Naturalism
there are some characteristics which are as under.
1. Concept of Education: For Rousseau education does not mean merely
imparting information or storing knowledge. It is not accretion from without. It is
the development of the child‟s natural powers and abilities from within according
to nature, men and things
A] Education from Nature: It consists in the spontaneous development of our
endowment and faculties. i. c of child‟s natural tendencies and interests. He gave
it the top priority.
B] Education from Man: It consists in influencing our social contacts and
various groups. He did not favor it at least in initial stages.
C] Education from Things: It consists in the acquisition of knowledge and
information through contact with physical surroundings and our experience of
dealings with the things.
Rousseau conviction was that education should be considered as “the
process of development into an enjoyable, rational harmoniously balanced useful
and hence natural life”
4
Republic of the Philippines
State Universities and Colleges
GUIMARAS STATE UNIVERSITY
Mclain, Buenavista, Guimaras
3. TYPES OF EDUCATION
A] Negative type of Education: He wanted that the first education to the
child should be given in negative. During the age of 5 to 12, the child should be
given negative education. Rousseau held the opinion, “I call negative education
that which tends to perfect the organs that are the instruments of the
knowledge, and before giving this knowledge directly and that endeavors to
prepare the way for reason by proper exercise of the sense. A negative
education does the time of idleness, far from it. It does not give virtues, it
projects from vice. It does not inculcate truth, it projects from errors. Following
are the characteristics of negative education.
1. Time saving not favored: Rousseau said” Do not save the time but lose it,
“By running, dancing, playıng the child will have continuous reconstruction of
experiences, which is nothing but education.
2. Book learning not favored: Rousseau said “Reading is the curse of
childhood.” He hates books, as they are of no value. He considers them to be the
cause of child‟s misery and suggest a remedy for its removal by saying, “By
relieving school children of their courses and books, we can take away the cause
of their misery.
3. Formal Lessons Not Favored: Rousseau did not believe in the efficacy of
verbal lessons. He stated, “Get rid of the lesson and we get rid of the chief cause
of their sorrow”. Rousseau remarked, “give me a child of five who know nothing
and at the fifteen I shall return him to you knowing as much as those who have
been under instruction since infancy with difference that your pupil only knows
things by heart while mine know how to use his knowledge.”
4. Habit Formation Not Favored: Rousseau holds the views “The only habit
which the child should be allowed to form is to contract no habit at all.,” He did
not want the children to be slaves of their habits. He wished them to be free in
their unrestricted activities. If any habits are to be formed let the children for
natural habits.
5. Direct Moral Education Favored: Rousseau believed that no moral training
should be imparted to the child. Let him get moral training through natural
consequences.
5
Republic of the Philippines
State Universities and Colleges
GUIMARAS STATE UNIVERSITY
Mclain, Buenavista, Guimaras
6. Social Education Not Favored: He held the view that the society is corrupt
and it degenerates him. So he should be protected from its evil influences.
7. Formal Discipline Not Favored: Rousseau believed in discipline according
to natural consequences. If the child climbs a tree, let him fall and learn not to
attempt it again.
8. Old Customary Procedure Favored: Rousseau was dissatisfied with the
prevailing conditions of the country and that is why he remarked, “Man was once
happy now he is miserable. Undo what has been done and he will be happy
again.”
B] Positive Education: Rousseau “I call positive education one that tends to
form the mind prematurely and to instruct the child in the duties that belongs to
man.” The characteristics of positive education are
1. Stress on verbalism
2. Stress on duty, morality and religion
3. Stress on strict discipline
4. Stress on Social education
5. Emphasis on formation of habits
Rousseau revolted against the positive education and also these
characteristics. He termed it as unnatural and opposed it fully. It was revolt this
that he introduced negative education.
4. AIMS OF EDUCATON
1] Development of child’s inner facilities
Rousseau says that the most important aim of education is the natural
development of the child‟s inner faculties and powers. To live is to work, to
develop and to properly utilize the various part of the body. In his book, Emile,
6
Republic of the Philippines
State Universities and Colleges
GUIMARAS STATE UNIVERSITY
Mclain, Buenavista, Guimaras
Rousseau seeks to train Emile in the profession of living so that he may become
a human being before becoming a soldier, a magistrate, or a priest education
aim at making the child a real human being
2] Different aim at different stages
In addition to the above mentioned aim, education should be different at
each stage in the life of the individual.
A] Development of well-regulated freedom
During the period of infancy i.e. up to 5 years the aim of education is to
develop in Emile a well regulated freedom according to his capacities.
B] Develop sufficient strength at childhood stage
At the childhood stage i.e. from 5 to 12 years, the aim of education is to
develop in the sufficient in order to have well regulated freedom. Rousseau‟s
advice for this period is, “Exercise your body, the organs, the senses, powers and
keep soul lying fellow, as long as you can.”
C] Intellectual development in Pre-adolescent Period:
At the boyhood stage i.e. from 12 to 15 years, the aim of education is to
develop the intellect (Emile). Education should help in the acquisition of
knowledge which may enable him to the practical needs of life.
D] Emotional, moral and religious development during Adolescence:
During the fourth stage i.e., from 15 to 24 years Emile, should learn to live
for others and to live together in social relationships. His emotions should be
sublimated. Moral and religious bias should be given to education. In short,
during this stage, education should aim at emotional, moral and religious
development of the Emile.
5. ROUSSEAU’S CURRICULUM
Even in framing the curriculum, Rousseau paid attention to these four
stages in development, which have discussed under aims above infancy,
childhood, boyhood and adolescence.
A] Infancy state [up to 5 years]
7
Republic of the Philippines
State Universities and Colleges
GUIMARAS STATE UNIVERSITY
Mclain, Buenavista, Guimaras
A feeble body makes a feeble mind. All wickedness comes from weakness.
Give his body constant exercise, make it strong and healthy.” During this stage
of infancy the child should be properly protected.
B] For childhood stage [from 5 to 12 years]
Rousseau says, “childhood is the sleep of reason and the educator is not to
disturb him in this sleep”. So at this stage, neither intellect nor moral or social
education is to be imparted to the child, Negative education will consists of the
free development of his physical organs and the exercises of his senses. The
child should be given maximum freedom. There should be no verbal lessons in
language, history and geography. Physical exercises constitute the core of the
curriculum at his stage.
C] For Boyhood Stage [from 12 to 15 years]
Physical sciences, languages, mathematics, manual work, a trade, social
relations, music and drawing will constitute the curriculum at this stage. Sciences
will develop heuristic attitude, mathematics will develop precise thinking, manual
craft will develop qualities of character of drawing will train eyes and muscles.
However the knowledge of social relations will impress upon the boy the need of
cooperation an economic inter dependence of man upon man.
D] For Adolescence Stage (from 15 to 20 years)
Rousseau laid special stress on moral and religious education at this stage.
Moral education is to be given through activities and occupations and not
through lectures on ethics besides moral and religious education, history,
geography, sex education, physical culture and aesthetics are to constitute the
curriculum. For all these subjects, he has specific aims i.e. History is to be taught
for the service of moral instructions. Religious education for realizing the
existence of god and sex education about sex affairs. Aesthetics is to be taught
for the cultivation and improvement of tastes.
6. ROUSEAU’S METHODS OF TEACHING
A] Learning by Doing
Rousseau says,” Teach by doing whenever you can, and only for fall back
upon words when doing is out of question. The child should take part in various
8
Republic of the Philippines
State Universities and Colleges
GUIMARAS STATE UNIVERSITY
Mclain, Buenavista, Guimaras
activities and learn in natural way. It will help him in satisfaction of creative
activity.
B] Direct Experience
Knowledge acquired through books in second hand and easily forgotten.
On the other hand knowledge directly acquired from various learning situations is
permanent. He also urged experience before expression and object before
words.
C] Method of Individual Instruction
Rousseau asserted that the teacher should properly recognize in the
individually of the child and place emphasized individual instructions.
D] Heuristic Method
In this method the child is placed in the position of a discoverer. He is to
be given an opportunity to make experiment with the apparatus that he made
himself or invented. Rousseau also advocates the heuristic method of teaching.
E] Example is better than precept
For imparting moral education Rousseau stated, “Example is better than
precept. Teacher should practice morality. He should provide opportunities to
practice virtue. Lectures on morality will not prove useful.”
F] Social Participation
During the period of adolescence will get knowledge about social relations
by actually visiting places and establishing contact with the members of the
community practically.
ROUSSEAU’S CONCEPT OF DISCIPLINE
Rousseau opposed imposed discipline „leave the child free‟. It is only in
free atmosphere that the child can develop his innate powers. No punishment
should be given to the child for improving his behavior. He advocated discipline
by natural consequence. He remarked, “Allow the child to suffer the natural
results of his acts.” For example of the child puts his hand into fire, let him burn
his hand and learn by consequence”.
9
Republic of the Philippines
State Universities and Colleges
GUIMARAS STATE UNIVERSITY
Mclain, Buenavista, Guimaras
7. ROLE OF THE TEACHER
Rousseau did not assign high place to the teacher. The teacher should see
that the education of the pupils is the free development of their interest and
motives. He should provide suitable opportunities. He should protect the child
from repression mental conflicts and mental; disorders for all kinds.
8. LIMITATIONS OF THE EDUCATIONAL PHILOSOPHY OF ROUSSEAU
1] Anti-social Attitude: Rousseau had no faith in the influence and
goodness of the society. One of the fundamental aims of education in democratic
way of life is socialization community is to the activity involved in the
development of the child. All is not bad with the social set-up,
2] Women Education: Rousseau‟s views, that literary education of
women of culture is the plague to all, do not such to the modem concept
equality of the sexes is all aspects of life enshrined in democratic way of life.
3] Little important to positive virtue: Rousseau laid stress on negative
education and hence he left little scope for the inculcation of the positive virtues.
4] No higher ideals: There is no place for higher morality and ideals in
Rousseau‟s educational theory, while these are a must for a dignified society.
5] Faulty Theory of Discipline: Rousseau‟s theory of discipline through
natural consequences is very dangerous and not suitable to the modern way of
life where as modern gugets can prove to be fatal if proper human care of the
teacher is not there.
CONCLUSION/ IMPACT OF ROUSSEAU’S PHILOSOPHY ON EDUCATION:
In gist Rousseau‟s contribution to education has been profound. He
influenced education in its organization, aims, methods, curriculum and
discipline, the auto development of personality, free discipline, lack of any
restrain, utilizing the senses, interests and activities of the child have influenced
the moderns education in many other ways. The rights of childhood, the human
welfare are the natural rights of every man can be realized through proper type
of education. Munro rightly said” Out of Rousseau‟s teachings derive „new
10
Republic of the Philippines
State Universities and Colleges
GUIMARAS STATE UNIVERSITY
Mclain, Buenavista, Guimaras
education‟ of nineteenth century based on interest. It gave clear formulations of
direct impetus to psychological, sociological and scientific conception of
education” he was in facts the founder of the grand idea of liberty, equality and
fraternity.
VI. POST- TEST
Essay. Answer the following questions briefly.
1. Explain the educational philosophy of Jean Jacques Rousseau.
2. What educational theory did Rousseau express in his novel, Emile?
3. Give the two types of education according to Rousseau and explain each
type.
4. What is the particular role of the teacher that is shown in our educational
system nowadays? How about disciplining a child?
5. What is the effect or impact of Rousseau‟s philosophy on our present
educational system?
11