Jean Jacques Rousseau

Child Centered Education- A Noble IdeaChild Centered Education- A Noble Idea

Romanticism (Naturalism)

Romanticism was a reaction against Rationalism.Romanticism was a reaction against Rationalism. ““Noble savage”-belief in the essential goodnessNoble savage”-belief in the essential goodness of natural man.of natural man. ““Staying Alive”-Primitive man is occupied withStaying Alive”-Primitive man is occupied with self-preservation. His senses are heightened. self-preservation. His senses are heightened. Primitive man is not evil, cannot be evil,Primitive man is not evil, cannot be evil, because he is ignorant of vice.because he is ignorant of vice. Classical Christian view-man is essentiallyClassical Christian view-man is essentially evil.evil. Civilization is the root of all evil.Civilization is the root of all evil. Getting back to nature is the solution.Getting back to nature is the solution.

Rousseau-The Social ContractRousseau-The Social Contract

““Man is born free and everywhere he is in chains.”Man is born free and everywhere he is in chains.” For a man to give up his liberty is to act against his For a man to give up his liberty is to act against his

nature and act immorally.nature and act immorally. Social contract- man while uniting himself withSocial contract- man while uniting himself with

all, may still obey himself alone.all, may still obey himself alone. How do we make man overcome private interests and How do we make man overcome private interests and

to look only to their common interests?to look only to their common interests? By social reconstruction through education-By social reconstruction through education-Emile (1762)Emile (1762)

published 6 months after the Social Contract.published 6 months after the Social Contract.

Rousseau- Emile (1762)Rousseau- Emile (1762)

Emile is a fictional student who is educated by Rousseau’sEmile is a fictional student who is educated by Rousseau’s

methods.methods. Child-centered educationChild-centered education Learn by doing -active participationLearn by doing -active participation The importance of play-”Let the child be a child.”The importance of play-”Let the child be a child.” Let him learn with his senses.Let him learn with his senses. Emile reads his first book at 13.Emile reads his first book at 13. Novel education-rejection of ancient hero, bourgeois and Novel education-rejection of ancient hero, bourgeois and

religious man as well.religious man as well.

Rousseau- Early EducationRousseau- Early Education

Education begins at birth-Education begins at birth-Emile Emile (1762)(1762) The child learns through the senses.The child learns through the senses. As an infant the child is attentive only to the As an infant the child is attentive only to the

sensations of the moment.sensations of the moment. ““It is only by movement that we learn that thereIt is only by movement that we learn that there

are things that are not us.”-p.64are things that are not us.”-p.64 There is a universal language-one that infants There is a universal language-one that infants

speak and nurses understand.speak and nurses understand.

Heinrich PestalozziHeinrich Pestalozzi

Protested against the denunciation of Rousseau Protested against the denunciation of Rousseau upon upon

the publication of The Social Contract (1762).the publication of The Social Contract (1762). Learning through the senses.Learning through the senses. Play is a form of learning, you can learn without Play is a form of learning, you can learn without

words.words. ““Anschauung- experience based learning technique.Anschauung- experience based learning technique. Philosophy of self learning and free investigation.Philosophy of self learning and free investigation. Practical application of knowledge.Practical application of knowledge.

Pestalozzi-Early EducationPestalozzi-Early Education

““The first hour of its teaching is the hour of its The first hour of its teaching is the hour of its birth. birth.

Impressions should progress in a developmentallyImpressions should progress in a developmentally

appropriate sequence.appropriate sequence. One should begin to teach with picture books beforeOne should begin to teach with picture books before

teaching the child to spell or read.teaching the child to spell or read. A need of a guide to names. The child shouldA need of a guide to names. The child should

name objects as well.name objects as well.

Orphan’s Home at Stanz-Orphan’s Home at Stanz-

Opened Orphan’s Home at Stanz- 1/14/1799Opened Orphan’s Home at Stanz- 1/14/1799 First official “poor “ schoolFirst official “poor “ school Philosophy was focused on the individual and uponPhilosophy was focused on the individual and upon his individual development.his individual development. Each child was seen as a flower with potential to bloom and grow.Each child was seen as a flower with potential to bloom and grow. Education as a means of social reform.Education as a means of social reform. Assist the poor to improve their lot in life by improving their Assist the poor to improve their lot in life by improving their individual skills.individual skills. Lessons geared towards economic and social viability instead of rote Catechisms and Lessons geared towards economic and social viability instead of rote Catechisms and

abc’s.abc’s...

Pestalozzi- Method of “ Anschauung”Pestalozzi- Method of “ Anschauung”

All learning began with sensory impression.All learning began with sensory impression. Abstract thought was a product of assimilationAbstract thought was a product of assimilation of sensory data and appropriate oral expression.of sensory data and appropriate oral expression. Our experience is the basis of our interpretations of the Our experience is the basis of our interpretations of the

world.world. We articulate our thoughts through language,We articulate our thoughts through language, number and form.number and form. Order of learning from the simple to the complex.Order of learning from the simple to the complex. Order of learning from the known (prior knowledge)Order of learning from the known (prior knowledge) to the unknown.to the unknown.

Proponents of Active LearningProponents of Active Learning

RousseauRousseau- Emile (1762)- Emile (1762) Pestalozzi- Pestalozzi- How Gertrude Educates Her Children How Gertrude Educates Her Children (1801)(1801) Dewey- Dewey- The Child and Society The Child and Society (1901)(1901) KilpatrickKilpatrick Piaget- Stages of Developmental Learning (1950’s)Piaget- Stages of Developmental Learning (1950’s)

4 Common Themes in Active Learning4 Common Themes in Active Learning

Rejection of traditional teaching methods Rejection of traditional teaching methods (lecture)(lecture)

Belief in Cognitive Learning ParadigmBelief in Cognitive Learning Paradigm Faith in ability of studentsFaith in ability of students Importance of Relationship of School to Importance of Relationship of School to

SocietySociety 1) Rousseau- 1) Rousseau- The Social ContractThe Social Contract (1762) (1762) 2) Dewey- 2) Dewey- The Child and Society The Child and Society (1901)(1901)

Aunschuung- Active Learning Aunschuung- Active Learning

Science experimentsScience experiments Outdoor LearningOutdoor Learning Everyday uses ofEveryday uses of

mathmath Writing a play, Writing a play,

performing a play,performing a play,

writing poetrywriting poetry Road tripRoad trip

Principles Learned by Outdoor EducationPrinciples Learned by Outdoor Education

Rousseau and Pestalozzi advocated OutdoorRousseau and Pestalozzi advocated Outdoor

EducationEducation ““In touch with senses”- Nature as guide to :In touch with senses”- Nature as guide to : Democracy in ActionDemocracy in Action Increased range of experiences Increased range of experiences Physical ,social, emotional and aesthetic aspectsPhysical ,social, emotional and aesthetic aspects

of living of living

Pestalozzi’s educational theoryPestalozzi’s educational theory

Pestalozzi believed that the combination ofPestalozzi believed that the combination of IntellectIntellect EmotionsEmotions SensesSenses

would provide education for the young child.would provide education for the young child.

Direction of education from” within oneselfDirection of education from” within oneself

to without”-Authentic Learning.to without”-Authentic Learning.

Horace Mann-Father of the American Public SchoolsHorace Mann-Father of the American Public Schools

““When will society like a mother take care of allWhen will society like a mother take care of all

her children?”her children?” The structure of public education consisted ofThe structure of public education consisted of

important citizens in the town electing a schoolimportant citizens in the town electing a school

committee which was responsible for schoolscommittee which was responsible for schools

within the district.within the district. The quality of education was dependent on the The quality of education was dependent on the

degree of public responsibility of town citizens.degree of public responsibility of town citizens.

Secretary of Massachusetts School Board-(1836-1848)Secretary of Massachusetts School Board-(1836-1848)

Brilliant orator,he delivered hundreds of speechesBrilliant orator,he delivered hundreds of speeches to convince the populace of their duty to improve to convince the populace of their duty to improve the schools.the schools. Famous Annual 12 reports awakened a sense of Famous Annual 12 reports awakened a sense of personal and public obligation.personal and public obligation. Tenth Annual report (1846)-The responsibilityTenth Annual report (1846)-The responsibility of the State to insure that education was of the State to insure that education was provided for every child. This led to the Firstprovided for every child. This led to the First State Law requiring compulsory attendance in State Law requiring compulsory attendance in school in 1852.school in 1852.

Twelfth Annual Report (1848)Twelfth Annual Report (1848)

Rationale for support of public education throughRationale for support of public education through

taxation.taxation. Society improves as a result of an educated public.Society improves as a result of an educated public. Non-sectarian schools-separation of Church andNon-sectarian schools-separation of Church and

State.State. Public school funding by private donors and thatPublic school funding by private donors and that

was allocated to the state. The state then supportedwas allocated to the state. The state then supported

the local communities.the local communities.

Abolitionist and FeministAbolitionist and Feminist

1848- elected to Congress where he fought1848- elected to Congress where he fought vigorously against slavery.vigorously against slavery. 1854- named President of Antioch College.1854- named President of Antioch College. First college in America to educate African-First college in America to educate African-

Americans and women as equal to white male Americans and women as equal to white male students.students. These words are repeated at every AntiochThese words are repeated at every Antioch graduation. ”Be ashamed to die until you have graduation. ”Be ashamed to die until you have won some victory for humanity.”won some victory for humanity.”

The Educational InnovatorsThe Educational Innovators

Rousseau, Pestalozzi and Mann called for publicRousseau, Pestalozzi and Mann called for public

education as a means of obtaining social reform.education as a means of obtaining social reform. Rousseau and Mann considered public educationRousseau and Mann considered public education

the best means of creating a just society inthe best means of creating a just society in

which people could be united and free.which people could be united and free. Pestalozzi and Mann viewed education as a Pestalozzi and Mann viewed education as a

remedy for social injustice and poverty.remedy for social injustice and poverty. We cannot go forward without looking back.We cannot go forward without looking back.

BibliographyBibliography

Edgerton, S.G. ” Independence Through Edgerton, S.G. ” Independence Through Sharing”:The Vocational Planning of Heinrich Sharing”:The Vocational Planning of Heinrich Pestalozzi.Renowned Swiss Educator.Pestalozzi.Renowned Swiss Educator.History ofHistory of

Education Quarterly, Education Quarterly, Vol.14, No.3,403-406.Vol.14, No.3,403-406. Hammerman,D.”Outdoor Education:A Product of Hammerman,D.”Outdoor Education:A Product of

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BibliographyBibliography

Kramnick, Issac (editor) “The Portable Enlightenment Reader” Penguin Kramnick, Issac (editor) “The Portable Enlightenment Reader” Penguin Books ,NY 1979.Books ,NY 1979.

Nichols, M.P. “Rousseau’s Novel Education in the Emile”Nichols, M.P. “Rousseau’s Novel Education in the Emile” Political Theory, Political Theory, Vol.13, No.4, 525-558.Vol.13, No.4, 525-558. Perkinson, H.J. “Rousseau’s Emile: Political Theory and Education “Perkinson, H.J. “Rousseau’s Emile: Political Theory and Education “

History of History of EducationEducation Quarterly, Quarterly, Vol.5, no.2 (June 1965) 81-96.Vol.5, no.2 (June 1965) 81-96.

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