루소의 자연주의 교육관 : 비판적 고찰

• 영문명: Rousseau"s Naturalistic View of Education : Critical Considerations
• 발행기관: 한국교육철학회
• 저자명: 임태평(Lim Tae-Pyeung)
• 간행물 정보: 『교육철학』敎育哲學 第31集, 73~90쪽, 전체 18쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2007.08.30

영문 초록

  My concern is with Rousseau"s view about education. This paper is to critically consider Rousseau"s naturalistic view of education: his conception of negative education aims at forming physical and natural man by doing nothing.
  At the beginning of The Social Contract, Rousseau writes, “Man is born free; and everywhere he is in chains," and in ？mile, he presents an educational plan that he hopes will break the chains. In order to break the chains binding humanity in The Social Contract and ？mile. he gives a specific definition of freedom that serves as a guide to understanding his educational proposals: The true freeman wants only what he can get, and does only what pleases him. This is the fundamental maxim of negative education.
  According to Spring, this definition of freedom contains two elements. First, freedom is defined as wanting only what you can get. To achieve this goal, Rousseau insists on the teaching of the law of necessity during the early stages of childhood. Second part of his definition of freedom is that people should do only what pleases them. For him, it is also the principle of negative education. At the age of twelve, ？mile is introduced to the law of utility. With his growing energy, the boy is now ready to begin learning the law of utility. Similarly to the law of necessity, the law of utility helps the boy to be free.
  Therefore, his naturalistic education can be defined by education for true freeman.

목차

Ⅰ. 서론
Ⅱ. 자연주의와 교육
Ⅲ. 자연주의 교육관
Ⅳ. 비판적 고찰
Ⅴ. 결론
참고문헌
〈Abstract〉

키워드

naturalistic view of education definition of freedom the law of necessity the law of utility