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Compare and contrast the different ideas of education found in Emile and Le Neveau de Rameau.

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Introduction

Compare and contrast the different ideas of education found in Emile and Le Neveau de Rameau: As true enlighteners of the people Rousseau and Diderot aimed for the spread of enlightenment, the destruction of ignorance and darkness among the popular masses. They were keenly interested in questions of education and training of the rising of the generation. Emile is a text book by Rousseau, which has been said to be a compromise between an educational treatise and a novel. It is concerned with the education of the individual; in this case it's a story book that tells the story of the education of a young rich boy called Emile. As the work progresses, the text book aspect fades away and the fictional element or Emile's story becomes stronger, development derives from the subject itself. In his book, Rousseau introduces an educational theory which he applies on Emile. He claims that early childhood is fairly representative as in it doesn't vary from one child to another. When the child grows up they become separate individuals with an individual history, that's why we find quasi-fictional elements in the story. Rousseau suggests that education is not all a matter of theory, but largely a practical business "malgr( tout d'(crits qui n'ont, dit-on, pour but que l'utilit( publique, la premi(re de toutes les utilit(s, qui est l'art de former des homes, est encore oubli(e" and to be practical Rousseau says you have to describe an individual story. Rousseau moreover defended himself against the accusation that his special method is not applicable to everyone, everywhere and that it is of limited value. However, there is some truth in the accusation. By stacking facts in his form, i.e. by providing Emile with all the characteristics he has given him, it will allow the general theory to be expanded under formable conditions. But this doesn't mean the educational principles that Rousseau lays down in the book are not adaptable to other particular cases one should make a distinction between general principles involved and the method in all its detail. ...read more.

Middle

The child would be within its own natural surroundings and not a classroom or a study. Thus the objects selected would be from this surrounding which the child can feel for itself, "il faut montrer l'objet m(me". Rousseau goes on to suggest that Emile's desire to learn should be stimulated by the educator whom none the less shouldn't force the stimulation so that the child can form its own opinions and personality. Many arguments have been put forward against this method of teaching. It has been said that infancy is the best time for teaching a child the virtue of application and so, Rousseau's throwing away the child's use of memory at this early age might not be justified. Moreover Rousseau's method might prevent a child from having serious study or from performing a task at a later stage. Another criticism that has been put forward is the fact that Emile's education is organised by the educator up to the age of 12. If Emile was to find out that his education was some kind of an act, then Rousseau's thesis would lack support. An example of this is seen in book 3 where Emile is introduced to a juggler accidentally. The fact was that the meeting was set up by Rousseau (who turns out to be the juggler) himself (as his educator) on purpose. The aim of this encounter was to teach Emile morality and the principles of magnetism. We see that Emile is the subject of a plot rather than the object of care and attention of his educator, who is conspiring with others to expose Emile to the right sort of things. As seen in book 3 of Emile, Rousseau gives Emile his first book at the pre-adolescent phase (12-15 years), which turns out to be Robinson Cruiso. This is seen as an excellent example of self reliance and independence, however, Emile might have thought that knowledge is justified by its immediate usefulness and if its usefulness isn't apparent it will be rejected. ...read more.

Conclusion

"Lui" furthermore stated that what is important to teach his son is how to get money. He says instead of stuffing the child's mind with maxims that he would have to forget or else beg for bread, he would teach him how important money is and how one must appreciate it. "Lui" also states that he wouldn't give his child a Spartan education as that would be stupid to do especially in Paris. He believed that it is money which gives esteem and power even if one is not educated. However he also believed that a father must not give his child vices which will enrich him or eccentricities which will make him useful to the great. "Lui" wanted to give his son a sense of proportion, the art of doging, disgrace, dishonour the law, and he also believed that these are the dissonances in the social harmony that need skill in placing, leading it to resolving. In conclusion we see that much of Emile, even today seems avant-garde, from the educational point of view, and its effects in the educational field has been incalculable. Rousseau's aim of education is to regenerate an through education he wanted to achieve the reformation of everyman in the fullest possible sense. Likewise Diderot was considered to be a genuine revolutionary in pedagogy. He strongly believed in the power of enlightenment and wanted positive knowledge instead of the dead weight of scholasticism. However Diderot was criticised by shish kin for not having sufficient experience with children. In other words, he didn't have enough experience to enable him to penetrate the mysteries of education and become a pedagogue. There are clear differences, as well as similarities, between Rousseau and Diderot's ideas of education. Rousseau is more traditional in his approach whereas Diderot is more modern and somewhat idealistic. Nonetheless we see that, although they had different methods of achievement, the two philosophers had the same aim and this was the total regeneration of man through education. ...read more.

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