학술논문
루소의 자연관과 교육이론
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- 영문명
- Rousseau"s View of Nature and Theory of Education
- 발행기관
- 한국교육철학회
- 저자명
- 임태평(Lim Tae-Pyeung)
- 간행물 정보
- 『교육철학』敎育哲學 第30集, 145~161쪽, 전체 17쪽
- 주제분류
- 사회과학 > 교육학
- 파일형태
- 발행일자
- 2006.12.01
4,840원
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국문 초록
영문 초록
It is the purpose of this article to suggest that Rousseau"s early years" educational experiences influence on Rousseau"s view of nature and theory of education in the ？mile, and that his stage theory of human development would lay a part of foundations for modern school system,
According to the ？mile, plants are fashioned by cultivation, man by education. And then Rousseau said that man is educated by three masters―nature, men and things. The internal development of our organs and faculties is the education of nature; the use we are taught to make of that development is the education given us by men; and the acquisition made by our experience on the object that surround us, is our education from things.
The organization of the ？mile directly follows from the natural pattern of human development: each of the five books covers the education corresponding to a distinct stage in man"s life. Book Ⅰ treats infancy(the first two years); Book Ⅱ the child from about the age of 2 to 12 or 13; Book Ⅲ "pre-adolescence proper(the stage between 12 or 13 and 15 years of age); Book adolescence proper(15 to 20 years); and Book V young manhood―the period of courtship, marriage, and the final education for adult responsibility(20 to about 23).
Rousseau"s stage theory of development is the following: first, a phase where knowledge is gained through sensation; second, a phase where judgment is formed; third, a phase in which a cultivated awareness of others is gained. In this final phase, the exercise of reason becomes fully development. Thus, his ideas of human development, I guess, would lay a part of foundations for modern school system,
In this paper, my concern is with Rousseau"s views about nature or "a state of nature" and "education according to nature", and so I need not consider how the social and cultural order, itself a product of men"s living and working together, can be a corrupting influence on them. I have tried also to show how his ideas about education are connected with "according to the nature" he valued so much.
According to the ？mile, plants are fashioned by cultivation, man by education. And then Rousseau said that man is educated by three masters―nature, men and things. The internal development of our organs and faculties is the education of nature; the use we are taught to make of that development is the education given us by men; and the acquisition made by our experience on the object that surround us, is our education from things.
The organization of the ？mile directly follows from the natural pattern of human development: each of the five books covers the education corresponding to a distinct stage in man"s life. Book Ⅰ treats infancy(the first two years); Book Ⅱ the child from about the age of 2 to 12 or 13; Book Ⅲ "pre-adolescence proper(the stage between 12 or 13 and 15 years of age); Book adolescence proper(15 to 20 years); and Book V young manhood―the period of courtship, marriage, and the final education for adult responsibility(20 to about 23).
Rousseau"s stage theory of development is the following: first, a phase where knowledge is gained through sensation; second, a phase where judgment is formed; third, a phase in which a cultivated awareness of others is gained. In this final phase, the exercise of reason becomes fully development. Thus, his ideas of human development, I guess, would lay a part of foundations for modern school system,
In this paper, my concern is with Rousseau"s views about nature or "a state of nature" and "education according to nature", and so I need not consider how the social and cultural order, itself a product of men"s living and working together, can be a corrupting influence on them. I have tried also to show how his ideas about education are connected with "according to the nature" he valued so much.
목차
Ⅰ. 서론
Ⅱ. 루소의 자연관
Ⅲ. 루소의 교육이론
Ⅳ. 결론
참고문헌
〈Abstract〉
Ⅱ. 루소의 자연관
Ⅲ. 루소의 교육이론
Ⅳ. 결론
참고문헌
〈Abstract〉
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