Jean-Jacques Rousseau• 28th June 1712 – 2nd July 1778) was

a Genevan philosopher, writer, and composer of the18th century. His political philosophy influencedthe French Revolution as well as the overalldevelopment of modern political, sociological, andeducational thought.

• ( He argued that private property was the start ofcivilization, inequality, murders and wars.)

1. MAIN SLOGANS

1. Return to nature2. Man is born free and every where in

chains 3. Nature has a healing and soothing

effect4. Nature never did betray the heart

that loved her

• The first man who, having fenced in apiece of land, said "This is mine," and foundpeople naïve enough to believe him, that manwas the true founder of civil society. Fromhow many crimes, wars, and murders, fromhow many horrors and misfortunes might notany one have saved mankind, by pulling upthe stakes, or filling up the ditch, and crying tohis fellows:

• — Jean-Jacques Rousseau, Discourse onInequality, 1754

According to Hobbes

“State of nature . . . has no idea of goodness he must be naturally wicked; that he is vicious because he does not know virtue".

(Man is naturally corrupt)According to Rousseau holds that

"uncorrupted morals" prevail in the "state of nature”

(Man is naturally good)

ROUSSEAU VIEWS ON EDUCATION AND SYSTERM OF EDUCTION

Rousseau's novel Émile, or On Education is a treatise on the education of the whole person for citizenship.

There are five books or chapters of this novel

Stage 1: Infancy (birth to two years).

(Book1).Infancy finishes with the weaning(eating food and stop

sucking milk) of the child. 1..‘More real liberty and less power,

let them do more for themselves and demand less of others; 2..Teaching them from the first to confine their wishes within the

limits of their powers they will scarcely feel the want of whatever is not in their power.

3.. The only habit the child should be allowed to acquire is to contract none.

4..Power control must be taught at this time

Mothers should play the role of a guide and facilitator rather than master.

Stage 2: ‘The age of Nature’ (two to 12).

1.. ‘The age of Nature’. During this time, the childreceives only a ‘negative education’: no moralinstruction, no verbal learning. He sets out the mostimportant rule of education:

2…‘Do not save time, but lose it… The mind should beleft undisturbed till its faculties have developed’

3..The purpose of education at this stage is to developphysical qualities and particularly senses, but notminds. In the latter part of Book II, Rousseau describesthe cultivation of each of Émile’s five senses in turn.

Hellen Keller (The seeing see little)

Stage 3: Pre-adolescence (12-15). Émile in Stage 3 is like the

‘noble savage’ (ANDRAGOGY)

‘ About twelve or thirteen

1. …The child’s strength increases far more rapidly than his

needs’. The urge for activity now takes a mental form;

2…..There is greater capacity for sustained attention. The

educator has to respond accordingly.

3…Must be taught according to his wishes thoughts and

priorities . Hence child centered curriculum (Andragogy)

Our real teachers are experience and emotion,.

STAGE 4: PUBERTY (15-20).

(FOCUS ON MORAL DEVELOPMENT)

Age to be taught abstract things like( Emotions, Philosophy, Patriotism, Religion) and moral development.1….Rousseau believes that by the time Émile is fifteen, his reason will be

well developed, 2. Focus On Moral Development3.How to control nerves4.How to control emotions

and he will then be able to deal with he sees as the dangerous emotions of adolescence, and with moral issues and religion.

Most of Book IV deals with Émile’s moral development.

Must be taught abstract things like Emotions, Philosophy, Patriotism , Religion.

1.Religion a personal matter2.Religion to be adopted and must be adopted by humans.

Stage 5: Adulthood (20-25).

In Book V, the adult Émile is introduced to his ideal partner, Sophie.

He learns about love, and is ready to return to society, proof,

Rousseau hopes, after such a lengthy preparation, against its corrupting influences.

The final task of the tutor is to ‘instruct the young couple in their marital rights and duties’

Sophie. This last book that education must keep under consideration sex differences.‘ The man should be strong and active; the woman should be weak and passive; he one must have both the power and the will; it is enough that the other should offer little resistance’.

Sophie’s training for womanhood up to the age of ten involves

1…Physical training for grace; 2….The dressing of dolls leading to drawing, writing, counting

and reading; and the 3…. Prevention of idleness and indocility(Correcting).

After the age of ten there is a concern with adornment and the arts of pleasing; religion; and the training of reason. ‘

She has been trained carefully rather than strictly, and her taste has been followed rather than thwarted’. Rousseau then goes on to sum her qualities as a result of this schooling

For females the aims of education differdrastically. (Noddings, 1995).

“The entire education of woman must berelative to men.

To please them, to be useful to them, to be loved andhonoured

by them, to rear them when they are young, to care for themwhen they are grown up, to counsel and console, to make theirlives pleasant and charming, these are the duties of women at alltimes, and they should be taught these in their child hood.

To the extent that we refuse to go backto this principle, we will stray from our goal and all perceptswomen are given will not result intheir happiness or our own.”

ConclusionRousseau’s gift to later generations is extraordinarily

rich – and problematic. Émile was the most influential work oneducation after Plato’s Republic, The Confessions were the mostimportant work of autobiography since that of St Augustine(Wokler 1995: 1); The Reveries played a significant role in thedevelopment of romantic naturalism; and The SocialContract has provided radicals and revolutionaries with keythemes since it was published. Yet Rousseau can be presented atthe same time as deeply individualist, and as controlling andpandering to popularist totalitarianism. In psychology he lookedto stage theory and essentialist notions concerning the sexes(both of which continue to plague us) yet did bring out thesignificance of difference and of the impact of the environment.In life he was difficult he was difficult to be around, and hadproblems relating to others, yet he gave glimpses of a rare

connectedness.

Friedrich Wilhelm August Fröbel (or Froebel) (Germanpronunciation: [ˈfʁiːdʁɪç ˈvɪlhɛlm ˈaʊɡʊst ˈfʁøːbəl]; April21, 1782 – June 21, 1852) was a German pedagogue, astudent of Pestalozzi who laid the foundation formodern education based on the recognition thatchildren have unique needs and capabilities. He createdthe concept of the “kindergarten” and also coined theword now used in German and English. He alsodeveloped the educational toys known as Froebel Gifts.

Froebel was influenced by the outstanding German idealist philosophers of his time and by Jean-Jacques Rousseau and Pestalozzi. He was a sincerely religious man who, because of his belief in the underlying unity of all things, tended toward pantheism(wahdatulwajood) and has been called a nature mystic.

His most important contribution to educational theory was his belief in

“self-activity” and play as essential factors in child education. The teacher’s role was not to drill or indoctrinate the children but rather to encourage their self-expression through play, both individually and in group activities. Froebel devised circles, spheres, and other toys—all of which he referred to as “gifts” or “occupations”—that were designed to stimulate learning through play activities accompanied by songs and music. Modern educational techniques in kindergarten and preschool are much indebted to him.

Innovations by froebelThe number of innovations that Froebel

pioneered through his research is startling, and includes 1…multiple intelligences (different learning

styles), play-based, child-centered, holistic education,

2…parent involvement/training, educational paperfolding,

3….Use of music, games, and movement activities for education.

• Humans Are Creative BeingsFrom a spiritual perspective, Froebel understood that what separates us from other life forms is that we alter our environment. More than simple tool-building, our brains allow us to visualize in 3-D and imagine a different future. True education therefore must help children to understand their role as creative beings.

• Play Is the Engine of Real LearningFroebel concluded that play is not idle behavior but a biological imperative to discover how things work. It is pleasurable activity, but biologically purposeful. Froebel sought to harness this impulse and focus a child's play energy on specific activities designed to lead them to create meaning from their experiences.

Froebel GiftsFrom Wikipedia, the free encyclopediaJump to: navigation, searchThe Froebel Gifts (German: Fröbelgaben) are a range of educational materials designedby Friedrich Fröbel. They were first used in the original Kindergarten atBad Blankenburg.Fröbel advocated the importance of free play in childhood. Each gift (Gabe) wasdesigned to be given to a child to provide material for the child's self-directed activity.These Gifts are a series of activity-based playthings ranging from simple sphere-shapedobjects, through to geometric wooden blocks and more advanced Gifts pertaining tosewing, cutting, weaving and the modelling of objects in clay.Ottilie de Liagre in a letter to Fröbel in 1844 observed that playing with the Froebel Giftsempowers children to be lively and free, but people can degrade it into a mechanical

routine."Realising how the Gifts were eventually misused by Kindergarten teachers whofollowed after Froebel, it is important to consider what Froebel expected the Gifts toachieve. He envisaged that the Gifts will teach the child to use his (or her) environmentas an educational aid; secondly, that they will give the child an indication of theconnection between human life and life in nature; and finally that they will create abond between the adult and the child who play with them" Joachim Liebschner on page82 in his book, A Child's Work: Freedom and Guidance in Froebel's Educational Theoryand Practice

Froebel's KindergartenFriedrich Wilhelm Froebel (1782-1852)

Froebel established the very first Kindergarten program in Germany in1837. Froebel's views on education centered on the importance of play,games, and toys in the intellectual, spiritual, and social development ofchildren, as inspired partly by his study of Comenius. Eventually hedeveloped a a philosophy and program of education for children aged 4-6that was meant to serve as a transition between home and school, infancyand childhood. Since his philosophy was to nurture and protect children,shielding them from outside influence (such as plants might be nurtured andsheltered in a garden), it was natural to call his school Kinder-Garten...orliterally, Children's Garden. To this day, programs for 5 and some 6 year oldsare called Kindergarten. Like his predecessors, Froebel believed childrenwere social creatures, and learning was the most natural and efficientthrough activity and play was an essential part of learning. He believed thatteaching methods between a younger and older child ought to be vastlydifferent, and wished for children to have the chance to explore theirpositive whims. .

Froebel recognized three forms of learning.

1.. Knowledge of forms of life, including gardening, caring for animals, and domestic tasks.

2. knowledge of forms of mathematics, such as knowledge of geometric forms and their relationships, and 3. knowledge of forms of beauty, including design, color, shape, harmonies, and movement.

A kindergarten (German Kindergarten (help·info), literally children's garden) is a preschool educationalapproachbased around playing, singing, practical activities, and social interaction as part of the transition fromhome to school. Many aspects of the approach, developed by Friedrich Fröbel in Germany, are now seen as essential elements of early-years education around the world.Fröbel created the first kindergarten in Bad Blankenburg in 1837 as an experimental social experience for children entering school, believing that children should be nurtured of and nourished 'like plants in a garden'. The term is used in many countries to describe a variety of educational institutions for children ranging from the ages of two to seven based on variety of teaching methods.