Thinking Back (and Forward) to Rousseau's "Emile"

Autor/in	Lindsay, Peter
Titel	Thinking Back (and Forward) to Rousseau's "Emile"
Quelle	In: Journal of Political Science Education, 12 (2016) 4, S.487-497 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2016.1146146
Schlagwörter	Educational Theories; Educational History; Relevance (Education); Socialization; Student Centered Learning; Role of Education; Reflective Teaching; Teaching (Occupation); Instruction; Active Learning; Educational Philosophy; Intellectual History; Foundations of Education + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; History of education; Bildungsgeschichte; Relevance; Relevanz; Socialisation; Sozialisation; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Bildungsauftrag; Teaching; Lehrberuf; Teaching process; Unterrichtsprozess; Aktives Lernen; Bildungsphilosophie; Erziehungsphilosophie; Geistesgeschichte; Grundlagenausbildung
Abstract	This article examines the ways in which Rousseau's "Emile" continues to speak to us in the twenty-first century. In the first part, I examine the concept at the heart of Rousseau's theory of education: "negative education" or the process of de- or unsocializing individuals and of putting them in touch with the nature of things rather than with the various distortions produced by traditional education. I then describe and reflect upon a course that "Emile" inspired me to teach, one in which I remained silent for the entire semester. I conclude with a much broader exploration of the light this text sheds on our current educational landscape. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01