This book provides an authoritative, yet accessible guide to the philosophy of education, its scope, its key thinkers and movements, and its potential contribution to a range of educational concerns. The text offers a balanced view of three key dimensions: first, in giving an equal weight to different styles and modes of philosophy; second, by including past and present perspectives on philosophy of education; and third, in covering both the general “perennial” issues in philosophy and issues of more contemporary concern. 

Rousseau's ‘Émile’ and Educational Legacy

Rousseau's ‘Émile’ and Educational Legacy

Rousseau's ‘Émile’ and educational legacy

Perhaps no single volume, with the exception of Plato's Republic, has exerted as much influence on the subsequent history of educational thought and practice as has Jean-Jacques Rousseau's (1979) Émile. Although Rousseau's writings on education are not exhausted by this single work, Émile contains all of the ideas that dominate Rousseau's educational thought and legacy. Consequently, we devote the first half of this chapter to a close reading of Émile before tracing its influence on subsequent developments in education and schooling.

Reading Émile

Émile begins with an important, schematic discussion that clearly delineates the kind of education Rousseau proposes. Education, Rousseau stipulates, comes from three sources: from nature, from men, and from things. What Rousseau means by ‘education ...

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