The Philosophy of Education is a reflection on the nature, aims and problems of education. It is a branch of applied philosophy that borrows from epistemology, metaphysics, language etc. It looks at both the theoretical and practical aspects of education from a philosophical angle. Now, because educational practice is so vast and varied around the world, there are, of course, variations in the philosophy of education as well.
This series of articles aims at analysing the different theories on education famous philosophers across history had and their application in the modern education system. This article explores Jean Jacques Rousseau’s thoughts on education and its role in fostering individuality and good citizenship.
Rousseau’s philosophy
Rousseau’s philosophy depends on his notion of human nature and ‘general will’. First, he believes that human beings are all naturally good but are corrupted by society because they are driven by their love for themselves (by their instinct of self-preservation).
How does this work? Rousseau states that while human beings are solitary by nature and don’t need others to survive, as the human population grows, so does the need for competition, especially competition for a partner. This happens along with growing interdependence (like the division of roles in modern society where people depend on farmers for food, governments for rule etc.). Once this happens, there is a division of private property, and an unequal society is created where everyone wants more. Hence, in settled communities, while they fight each other to be considered more attractive or worthy than their counterparts, more toxicity is added when there is a want for material things. It thus corrupts previously good human beings, who are now okay with choosing the bad path if it means they own more and are more esteemed.
The second opinion, general will, is a product of Rousseau’s attempt at reconciling the role and authority of the ruling body and the autonomy of the individual citizen. He states that a ruling body is only legitimate if it is given ruling power by the ‘general will’ of its citizens. As societies advance and become more interdependent, they will require a law keeper that protects their members’ private property and freedom. But this could mean that the rich, who have more possessions, could enforce the law, and the poor would not fall under the blanket of protection. Thus, the Social Contract proposed by Rousseau provides a protection force that everyone can commonly enjoy while each individual is as free as they were in nature. The collective will of each citizen determines this contract. “The general will is the source of law and is willed by each and every citizen. In obeying the law, each citizen is thus subject to their own will, and consequently, according to Rousseau, remains free.” This thought was heavily featured in the French Revolution.
Thoughts on education
Following Rousseau’s political philosophy, his educational philosophy thus aims to nurture the autonomy of children while teaching them to be loyal citizens that can participate in the social contract. This means that education was to be both for individualism and good citizenship. While this can get contradictory at times, the main idea is that education should be child-centred. The teacher does not come in a position of authority but as a guide to making the child discover their own thoughts and opinions.
To achieve this, the child must be left as free as possible up to adolescence to accomplish this. As toddlers and young children, they should be protected from harm, but otherwise, they should be left to discover their own bodily strengths. Abstract skills and knowledge should be taught from twelve or so, not through books and lessons, but through practical experiences. These practical experiences are formed by the teacher’s manipulation of their environment, where the children learn independently but are still protected from harm.
As they reach the age of puberty, children will naturally start taking an interest in how they appear to others, especially potential partners. This is the most delicate stage, as they can then twist it into a competition, being corrupted by the society as mentioned above. Thus, the teacher’s role is to establish the child’s contact with others through compassion. They should guide the children to be able to walk in another’s shoes and relate to their problems and insecurities. Through this, they establish their own moral worth by helping others without turning it into a competition. Their inherent goodness should be nurtured so that society can’t corrupt them.
The final period of education is where the young adult is prepared to be a good citizen after the first three phases have helped them develop autonomy and exercise living freely. Here, the teacher changes from being a guide that helps them learn by manipulating their environment to a trusted advisor that instructs them about the nature of the social world, including the doctrines of Rousseau’s political philosophy.
Rousseau’s influence on other educational philosophers and contemporary education
Rousseau’s political and educational thought heavily influenced his contemporaries and later philosophers. Immanuel Kant, especially, was a massive proponent of Rousseau’s works. His moral philosophy, educational theories, and international justice theories borrow heavily from Rousseau. Other philosophers who either believed in his work or studied it to form their own views include Karl Marx, George Wilhelm Fredrich Hegel, and John Rawls.
His belief in letting a child discover their world by themselves can also be seen reflected in the Montessori method of education. Both believe a child is inherently good, and to sustain this good, they need only a guide, not a teacher that imposes their authority. Children are encouraged to participate in physical activities and practical experiments while having a safety net.
Moreover, Rousseau’s influence on modern democratic theories and civil liberties and his emphasis on raising a good, patriotic citizen indirectly influence how civics and history are taught in schools. Children from a young age are taught about their rights and duties.
References
Bertram, Christopher. “Jean Jacques Rousseau.” (2010).
Cahn, Steven M. Classic and contemporary readings in the philosophy of education. Oxford University Press. 198 Madison Avenue, New York, NY 10016, 2011.
Collins, Peter M. “Rousseau’s Philosophy (or Philosophies?) Of Education.” The Irish Journal of Education / Iris Eireannach an Oideachais, vol. 10, no. 2, Educational Research Centre, 1976, pp. 51–80, http://www.jstor.org/stable/30077246.
Noddings, Nel. Philosophy of education. Routledge, 2018.
Riley, Patrick, ed. The Cambridge Companion to Rousseau. Cambridge University Press, 2001.
