Jean jacques rousseau

A presentation on Jean Jacques Rousseau.

1. A comparative study Among Today’s Educators 1.Jean-Jacques Rousseau Dr.S.Prakash Principal Thiagarajar College of Preceptors Madurai.

2. Biography Born in Geneva on June 28, 1712 Suzanne Bernard, his mother, died a week after he was born Brother ran away from home Isaac Rousseau, his father, left Geneva to avoid imprisonment Was raised by his uncle after his father left Was sent to study in the village of Bosey . 2 A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS

3. Biography (cont.) At 1741,arrived Paris. Met her wife Theres Lovis Had five children. Due to poverty put them in orphanage But he only wrote about Child centered Education. 3 A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS

4. Biography (cont.) Books 1750- The Progress of Arts & Science 1752- The origin of Equality among men 1762- Social Contract 1762- Emile or concerning Education These books set a revolution in Education at Europe. 4 A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS

5. Biography (cont.) Believed “ Every thing is fine in nature, But they become corrupt in the hands of man”. Lashed at the educational principles followed in Europe. Incurred the enmity of the French Govt. and lived many years in exile. He died in 1778. His death still a mystery. 5 A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS

6. Naturalism His focus areas State of nature Natural man Natural contribution 6 A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS

7. Conception of Ideal man Believed in Innate goodness of the child. Children became bad when they come into contact with the society and artificial environment “Leave the Child alone. Let him be a natural man rather than a civilized man. Let him have a state of nature rather than artificial surroundings that shut is proper growth and arrest his natural development”. 7 A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS

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9. Conception of Ideal man(Cont.) The ideal man is one who has the tallest growth of all his innate potentials, leading to balanced, harmonious, useful and natural life. 9 A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS

10. Three fold meaning of nature 10 A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS

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13. Educational Philosophy Lays stress on natural physical environment. Emphasizes present life of the child as the basis of education Accords important place to the child and its uniqueness in Educational process Advocates education in accordance with the nature of the child and his interests and potentials 13 A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS

14. Educational Philosophy( Cont.) Gives prominent place to the concept of freedom in education of child He gives insignificant place for knowledge from books and verbal information imparted. 14 A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS

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17. Aims of Education Self-expression- Development of innate potentials Autonomous development of individuality Improvement of racial gains Preparation for the struggle of existence 17 A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS

18. Curriculum Based on nature of child and his interest in different development stages Lays stress on subjects that are helpful in self preservation. (The act of keeping from destruction, decay and ill) Importance to basic sciences, craft and physical education 18 A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS

19. Methods of Teaching Learning by observation and self expression Learning by doing Play way method of teaching kids Heuristic method 19 A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS

20. Role of a Teacher 20 A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS

21. Role of a Teacher(cont.) Individual instruction Developing individual characteristics of the child Learning by Actual practice Child should participate in different activities and learn to do things with his own hands Attains more fulfillment this way as against listening to the verbal discourses of the teacher or by reading books A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS 21

22. Role of a Teacher(cont.) Learning by Direct Experience Child learns many things informally. Outside the school , Interacting with different people, visiting new places and such other methods. Practical mobility The child tends to naturally acquire the moral traits that he observes in others. A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS 22

23. Discipline 23 A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS

24. Contributions to Education Focused the importance & recognition of child in education process Education should be a pleasurable activity for children Education should emanate from the spontaneous self activity of the child Advocacy of free discipline through natural consequences 24 A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS

25. Contributions to Education Method of Instructions to be inductive to make teaching effective and interesting. Importance to craft learning Sense Teaching and Physical activities in earlier development stages of the child. Schools should be located in natural settings. 25 A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS

26. Negative Education Negative Education means to allow the child to move freely, in nature so that he is able to perfect the organs of his body, Which are instrumental of acquiring knowledge A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS 26

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28. Limitations of Negative Education His doctrine of discipline by natural consequences is not acceptable and dependable at all times He does not believe in forming habits of any kind by the child He was against learning of books and totally condemned them A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS 28

29. Curriculum approach Recommended in Emile for the developmental stages The book Emile has five chapters. Four chapters talks about the developmental stages and curriculum required for an imaginative boy named Emile. The fifth chapter deals with his girl friend sophie and the curriculum required for girls A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS 29

30. 1.In Infancy (1 to 5 years) Curriculum should be such that it develops physical strength in an atmosphere of perfect liberty A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS 30

31. 2. In childhood (5 to 12 years) Curriculum should lead to development of Senses. There should be no verbal lessons Emile is to learn from his own experiences According to him, “Exercise the body, the organs, the senses and powers but keep the soul lying far low as long as you can”. A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS 31

32. 2. In childhood (5 to 12 years)…… A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS 32

33. 2. In childhood (5 to 12 years)…… It is more than a mere use of them All Learning must come from play way. A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS 33

34. 3.In Pre-adolescence stage (12 to 15 years) Curriculum build around curiosity which should create an urge for Knowledge. This is the period of intellectual evaluation- the period of Instruction, labour and study. The child may be introduced in studies revealing nature, astronomy, science and the arts and crafts. A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS 34

35. 3.In Pre-adolescence stage (12 to 15 years)…… Rousseau emphasizes the learning of manual and industrial arts partly to make the child independent and partly to overcome the prejudice against manual work. He wanted to take the child from one workshop to another and he must try his hand at every trade. A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS 35

36. 3.In Pre-adolescence stage (12 to 15 years)…… A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS 36 Rousseau wanted the child to learn

37. 3.In Pre-adolescence stage (12 to 15 years)…… He does not recommend the study of books A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS 37

38. 4. During Adolescence (15 to 20 years) This is the period of training of heart, to make the child loving and tender-hearted so that he may live peacefully in social relationship. In earlier stages, the child was an individual working for self-perfection and self –development. Now he has to be social and adapt himself to the conduct and interests of others. A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS 38

39. Appropriate subjects of study A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS 39

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41. 4. During Adolescence (15 to 20 years)……… Moral Education should be given through activities and occupations and not through lectures on ethics. History can be utilized as a means of foreign instruction. Travel is recommended for knowing the world and the institutions of the neighboring countries. A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS 41

42. 4. During Adolescence (15 to 20 years)……… At this stage, the youth undergoes a new birth on account of the appearance of sex impulse Sex instruction is to consist of direct oral exhortation on chastity and an explanation of the mysterious of creation in the world of planets, animals, and men. In dispassionate manner. A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS 42

43. Curriculum for Girls Rousseau does not recommend the same type of education for women as for men. His conviction is that the functions of men and women are different. “Men are born to serve, Women are born to please,” says Rousseau. “A Woman should bring up man in childhood, tend him in manhood, counsel him through out his life and make his life agreeable and pleasant.” A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS 43

44. Curriculum for Girls…… Women are the makers of men They are the chaste guardians of our morals, and the sweet security of our place. Rousseau advocated no literary education for women. A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS 44

45. Rousseau’s Recommendations for women A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS 45

46. Critical Evaluation of Rousseau as an Educationist He discovered and recognized the child hood traits. He was the fore-runner of modern educational Psychology He introduced new methods of teaching He emphasized the value of concrete objects He laid the foundation of free discipline He gave sociological emphasis to education. A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS 46

47. Conclusion A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS 47 Rousseau did in the world of ideas what the French revolutionist did in the world of politics. He made a clean sweep and endeavoured to start afresh - R.H.Quickk

48. Conclusion….. A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS 48 Rousseau was the fore-runner of so many, who have followed in the traits: he blazed through the forest until now they have become the broad highway of common travel. -Munn

49. A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS 49 REVIEW Rousseau’s Biography Naturalism Educational Philosophy Contributions to Education Negative Education Curriculum approach Critical Evaluation of Rousseau as Educationist

50. The End A COMPARATIVE STUDY AMONG TODAY'S EDUCATORS 50