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Philosophical Foundations of Education NATURALISM

Michelle Arianne Manza 2008-34707 30 June 2011 EDUC102 B

THE THEORY  developed in the 18th century  assumption: nature represents the wholeness of reality  nature a system that contains and explains all existence including human beings and human nature.  material and physical world governed by certain laws  man creator of the material world, must submit to the laws  denies the existence of anything beyond nature, behind nature, and other than nature  highlights the value of scientific knowledge  stresses on sensory training is the gateway to learning  values arise from the human beings interaction with the environment  instincts, drives and impulses need to be expressed rather than repressed  there is no absolute good or evil in the world  values of life are created by the human needs THE THEORY IN EDUCATION Aims of education  look to nature and to human nature, as part of the natural order, for the purposes of education  the key to understanding nature is through the senses sensation is the basis of the knowledge of reality  education should be steady for natures processes are slow, gradual and evolutionary  develop the whole child the entire organism physically, mentally, socially, emotionally, aesthetically, vocationally  acquaint the learner with the laws of health and enable him to earn a living (selfpreservation)  train directly for success in securing the necessities of life

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Philosophical Foundations of Education NATURALISM


Methods of education  attaches less importance to the existence of formal schooling for it hinders the natural development of children  no classrooms, text-books, time-tables, curricula, formal lessons, examinations  relies on inductive method  all teaching methods based on experience  genuine education is based on the laws of readiness and the needs of human being childs own developmental level determines what he should learn  good education can only be possible through direct contact with nature  decries all external restraint and it condemns all necessary formalities  educational activities should be enjoyable to the child  discipline no external discipline but only the discipline of natural consequences  existence of school is a natural necessity  believes that every child has a unique capacity to acquire knowledge  pace of learning is also unique  school has respect for personal diversity and should cater to varied and different interests of the child  offers the child the opportunity for self-education, self-expression, creative activity and integrated growth in an atmosphere of unrestrained freedom

Curriculum  does not favour in imposing any boundary on the children every child has the power to frame and demand of his own curriculum  childs nature, interests, and needs provide the basis of curriculum  emphasizes the study of science dealing with nature Physics, Chemistry, Biology, Zoology, Botany, etc.  gives importance to the study of language and mathematics  gives a very insignificant place to spiritualism in the curriculum

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Philosophical Foundations of Education NATURALISM


Role of the teacher  remain in the background for Nature is the best educator  observer and facilitator of the childs development rather than a giver of information, ideas, ideals, and will power or a moulder of character  cooperates with the ebb and flow of natural forces  kindles independent thinking, imagination, and judgment  does not stress books, recitations, and massing information in literary form  gives emphasis on activity, exploration, learning by doing  knowledgeable of childs national, racial, and religious backgrounds CRITIQUE OF THE PHILOSOPHY  absence of any permanent goals for education  limited to a narrow curriculum divested of much of the knowledge acquired by past generations as well as of the many artistic production of the human race  elevation of pupil freedom to the damage of even the minimal order and discipline MAJOR ADVOCATE: Jean Jacques Rousseau Biography  born to Isaac Rousseau and Suzanne Bernard in Geneva on June 28, 1712  mother died only a few days later on July 7  only sibling, an older brother, ran away from home when Rousseau was still a child  brought up mainly by his father, a clockmaker, with whom at an early age he read ancient Greek and Roman literature such as the Lives of Plutarch  father got into a quarrel with a French captain, and at the risk of imprisonment, left Geneva for the rest of his life  stayed behind and was cared for by an uncle who sent him along with his cousin to study in the village of Bosey  1725 -- apprenticed to an engraver and began to learn the trade  thought his master to be violent and tyrannical and therefore left Geneva in 1728, and fled to Annecy

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Philosophical Foundations of Education NATURALISM


 met Louise de Warens instrumental in his conversion to Catholicism; forced him to forfeit his Genevan citizenship (in 1754 he would make a return to Geneva and publicly convert back to Calvanism); relationship to lasted for several years and eventually became romantic  1742 went to Paris to become a musician and composer  1744 served a post at the French Embassy in Venice  1745 met a linen-maid named Therese Levasseur, who would become his lifelong companion (they eventually married in 1768); had five children together, all of whom were left at the Paris orphanage  1745 became friendly with the philosophers Condillac and Diderot  worked on several articles on music for Diderot and dAlemberts Encyclopedie  1750 published the Discourse on the Arts and Sciences, a response to the Academy of Dijons essay contest on the question, Has the restoration of the sciences and arts tended to purify morals?; made Rousseau famous as it won the Academys prize; work was widely read and was controversial  Rousseaus condemnation of the arts and sciences in the First Discourse made him an enemy of progress altogether, a view quite at odds with that of the Enlightenment project  his opera, Le Devin du Village (The Village Soothsayer) was a great success and earned him even more recognition  attempted to live a modest life despite his fame, and after the success of his opera, he promptly gave up composing music  autumn of 1753 submitted an entry to another essay contest announced by the Academy of Dijon with question pose, What is the origin of inequality among men, and is it authorized by the natural law?; response was the Discourse on the Origin of Inequality Among Men; judges were irritated by its length as well its bold and unorthodox philosophical claims and they never finished reading it; also was also widely read and discussed.  1756 Rousseau and Therese Levasseur left Paris after being invited to a house in the country by Mme. DEpinay, a friend to the philosophes; stay lasted only a year and involved an affair with a woman named Sophie dHoudetot, the mistress of his friend Saint-Lambert
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Philosophical Foundations of Education NATURALISM


 1757 after repeated quarrels with Mme. DEpinay and her other guests including Diderot, moved to lodgings near the country home of the Duke of Luxemburg at Montmorency  1761 published Julie or the New Heloise, one of the best selling of the century  1762 published two major philosophical treatises: in April his definitive work on political philosophy, The Social Contract, and in May a book detailing his views on education, Emile; Paris authorities condemned both of these books, primarily for claims Rousseau made in them about religion, which forced him to flee France  1764 settled in Switzerland and began writing his autobiography, his Confessions  1765 after encountering difficulties with Swiss authorities, spent time in Berlin and Paris, and eventually moved to England at the invitation of David Hume  1767 due to quarrels with Hume, returned to the southeast of France  1770 returned to Paris and copied music for a living; wrote Rousseau: Judge of JeanJacques and the Reveries of the Solitary Walker, which would turn out to be his final works  died on July 3, 1778  Confessions were published several years after his death; and his later political writings, in the nineteenth century

Some Notable Discourses and Works  First Discourse awarded by the Academy of Dijon; discourse on the sciences and arts; an answer to the posed question, Has the restoration of the sciences and arts tended to purify morals?  Discourse on the Origin of Inequality account of the historical development of the human race, distinguished between natural man (man as formed by nature) and social man (man as shaped by society); man originally lived in a pure state of nature but was altered by changes beyond control and took on a different nature, man became social  Emile an attempt to educate a simple and pure natural child for life in a world from which social man is estranged; the boy is removed from mans society to a little society inhabited only by the child and his tutor

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Philosophical Foundations of Education NATURALISM


 Discourse on Political Economy introduces the concept of general will; articulates
three maxims which supply the basis for a politically virtuous state: (1) Follow the general will in every action; (2) Ensure that every particular will is in accordance with the general will; and (3) Public needs must be satisfied

 Social Contract outlines how a government could exist in such a way that it protects the equality
and character of its citizens; begins with one of his most famous quotes, which echoes the claims of his earlier works: Man was/is born free; and everywhere he is in chains.

 Julie or the New Heloise -- tells the story of Julie dEtange and St. Preux, who were one time
lovers; themes: the struggle of the individual against societal norms, emotions versus reason, and the goodness of human nature are all prevalent themes

 Reveries of the Solitary Walker divided into ten walks in which Rousseau reflects on his life,
what he sees as his contribution to the public good, and how he and his work have been misunderstood

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