Essay Sample on Jean-Jacques Rousseau's Education Philosophy

Jean-Jacques Rousseau was born in 1712 in Geneva. He was among the most influential philosophers during the French enlightenment. Rousseau has had a considerable impact on childhood and education to date since the establishment of his philosophy in the late eighteenth century. In one of his work, Emile (1762), Rousseau suggests that civilization has led to the development of corruption and ignored the perfectibility and progress of humanity (Jamwal, 2017). Rousseau’s theory on early childhood education sought out to dilute the limitations of civilization and foster better interactions with nature. According to Rousseau, education originated from three sources; nature, things and man. The three sources should co-occur for a person to be considered well-educated.

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Rousseau's theory of education was of naturalism. Rousseau believed that everything is under the control of the laws of nature (Jamwal, 2017). He suggested that it is the natural character of a child that directed their learning process, and not the teacher’s design. A child’s interest in certain activities should guide the teachers and parents select the appropriate study subjects and teaching techniques. The educational objectives of naturalism are; self-expression and preservation, maximum free time for the child, enhancement of the student, nurturing social-political relations, economic efficiency, conservation of self, and assure the needs of life (Lascarides & Hinitz, 2015). Naturalism philosophy had the following educational principles; adaptation to nature, an exciting education process for the child, education-based of the child's interests and punishments should be compassionate since making mistakes is natural.

Lascarides and Hinitz observe that the implications of the naturalism philosophy on early childhood education classrooms can be exhibited through the teaching styles used. The teachers’ style of teaching should coincide with the explanation of learning based on the laws of nature. The teachers are encouraged to illustrate their own belief, views and core value system in interaction with the children, their assessment and training (Nutbrown &Clough, 2014). The education system is focused on the child’s mind and what directly influences the child. Rousseau emphasized that pupils should learn through a natural process; by exploring their natural environment and paying attention to their senses.

Rousseau naturalism philosophy suggested that the curriculum be divided into two sections. The first mainly dealt with enhancing the child's sense, and the second level aimed to adhere to the physical and familiar environment together (Lascarides & Hinitz, 2015). The psychology of the pupil was a paramount basis for the curriculum. The curriculum emphasized subjects that developed aspects of self-preservation and self-expression. According to Rousseau, the following subject must be in the curriculum:

• Sciences ( botany, chemistry, zoology & physics )
• Languages and math
• Drawing
• Training in physical health (Running, Swimming & Climbing)
• Moral education via natural experiences
• Liberal education for individual development

Rousseau at the time suggested that a curriculum arrangement be made according to age groups. In the age group, one to twelve years, the pupil should be given maximum free time. Learning at this stage is done through exploration and observation (Nutbrown &Clough, 2014). Rousseau highlighted that family should be responsible for part of the child's formal education. In the age group twelve to twenty years, teaching was based on intellect, attained through formal education. This formal education is amassed from experience, and the curriculum at this stage of life is experience centred (Nutbrown &Clough, 2014). The experience is gained from a social context. A specific order has to be followed in imparting this knowledge; hence the need for textbooks as well as direct life experiences.

In the higher stage of education, the naturalism philosophy stresses the importance of sciences in preference to arts. The content is acquired through the exploration of nature. Furthermore, it should align with the pupil's interests and capacities (Lascarides & Hinitz, 2015). The approach to education, in this manner, has led to the development of diversified courses in the modern education system. Moral and religious education were taught through religious stories, history lessons and mythological tales.

About the naturalism philosophy, botany and zoology are vital aspects of early childhood education. Botany is the study of plants, and zoology refers to the course of the animal kingdom. Children between one year and twelve years are the primary targets for these subjects. Students keen on the environment would be specifically targeted. A learning activity that would have been arranged for such students would involve a hike. The walk would aim to identify, name and categorize plants and animals seen during the trek. Hiking would also provide physical health education. The students would make a note of the sounds made by the animals, the colour or individual plant & their parts, the smell of the surroundings, and any inter-relations. Through such an activity, the children would be able to employ their sense in the learning experience. Rousseau considered the senses as a gateway to knowledge. Such hikes would offer adequate and appropriate sensory encounters.

In conclusion, Rousseau's naturalism philosophy has led to the development of progressive education. His philosophy has made learning real, enjoyable, conducive, and helpful. Rousseau stressed the importance of following a child's interests in teaching. He condemned physical punishment. Rousseau encouraged subjects like craft, sciences(both social and natural), religion, math, moral education, and physical education be introduced into the curriculum. It is clear that Rousseau was a naturalist; he considered nature to be supreme, and nothing was above or below nature.

References

Jamwal, B. S. (2017). Rousseau and his educational philosophy. Scholarly Research Journal for Humanity Science & English Language, 4(24). https://doi.org/10.21922/srjhsel.v4i24.10327

Lascarides, V. C., & Hinitz, B. F. (2015). History of early childhood education. Routledge.

Nutbrown, C., & Clough, P. (2014). Early childhood education: History, philosophy and experience. SAGE.