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Jean-Jacques Rousseau on Education: A Philosophical Analysis

Samuel Baidi Sel, Bomeigha Samuel Aveke

Abstract

Jean-Jacques Rousseau’s educational philosophy argues that virtue cannot be fostered by reason alone, as human nature—though shaped by reason—remains inherently natural. He rejects rigid discipline, artificial schooling, and excessive social control, asserting that such “shackles” stifle children’s maturity, confidence, and self-sufficiency. Instead, education should nurture innate potential by aligning with the child’s natural stages of development, with teachers acting as guides rather than impositors. This study explores three questions central to Rousseau’s thought: What defines education in his philosophy? What are its core aims? And what role should teachers occupy? By analyzing his critique of artificial, society-constructed educational models, the research clarifies his vision of education as a natural, child-centered process. Employing analytical and expository methods, it seeks to deepen understanding of Rousseau’s ideas for students, teachers, and researchers in educational philosophy. In essence, the paper highlights Rousseau’s advocacy for education that honors the child’s natural growth, making his insights enduringly relevant for rethinking educational practice.

Keywords

NaturalismChild-Centered EducationÉmileMoral DevelopmentNegative

References

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