This is one of the major aspects of Romanticism, a notion that was entirely missing from raising children up to this point. Book II of Emile describes the educational framework of a child's formative years, most likely from the approximate ages of seven to eleven or twelve, within Rousseau's philosophy. In this theory, education in this stage should take place within the context of personal experiences and interactions with the outside world. The emphasis should be on developing the senses and drawing inferences from them. Book III has the child successfully integrated with the physical world and ready to make a decision regarding his trade, which Rousseau believed was necessary in order for him to search out the appropriate role models and focus on the necessary skills. Book IV is the section that interests this writer the most. The child is now physically strong and able to carefully observe and interpret the world around him. He is ready for the last part of his education, what Rousseau terms 'sentiment.' "We have made an active and thinking being. It remains for us, in order to complete the being, only to make a loving and feeling being - that is to say, perfect reason by sentiment." (Rousseau, 1979) This is most fascinating because Rousseau is recognizing not only the fact of what we now call emotional intelligence, but the need to be trained in it. In order to socialize a child, he must be taught to acknowledge and understand his own emotions. In this...
Stroup focuses on the evolution and modernization of early childhood learning theories and relational interactions between the child and his parents, peers, and society. His take on this period is that the three most important themes of Romanticism are nature, innocence, and individuality, three aspects that could be said to embody Rousseau's philosophy of childhood. Frances Ferguson (Winter 2003) tells us that romanticism was a revolt against the aristocratic and political norms of the time and a reaction against the scientific rationalism of nature. This incredible worldview gave birth to thee Romantic child, and allowed him to take advantage of his youth and focus on living in a state of intuition, imagination, and feeling, for the first time in history.
Emile Zola and Honere De Balzac were writers that embraced their century and time period. They wrote comprehensive histories of their respective contemporary societies. Although they share a similar interest in dissecting time throughout their novels, Emile shows a more modern take on time than does Honere De Balzac. In fact, his methodical approach to the social, moral, and sexual landscape of the late nineteenth century proves Zola as the
Labor in Europe in the 19th Century: Exploitation and the Rise of Labor Unions As Carolyn Tuttle of Lake Forest College points out, the first textile mills in England were bad enough to elicit the opprobrious condemnation of none other than Charles Dickens in the 19th century, who scorned them as "dark satanic mills" (Tuttle). By the beginning of the 19th century, the First Factory Act of 1802 was passed --
Emile Durkheim came to prominence at a time when Europe was attempting to redefine itself. It had already experienced a significant and major break with the past (its customs and traditions) during the Protestant Reformation in the 15th and 16th centuries, when Catholic Europe splintered apart. The Scientific Revolution and Enlightenment that followed led to a new rationalist spirit in Europe (England and France in particular), which served as the
Ross (1988) notes the development of Romanticism in the late eighteenth century and indicates that it was essentially a masculine phenomenon: Romantic poetizing is not just what women cannot do because they are not expected to; it is also what some men do in order to reconfirm their capacity to influence the world in ways socio-historically determined as masculine. The categories of gender, both in their lives and in their
Woman: An Epistemological Programme of Mastery The philosophical discussion of the nature of the female mind and specifically the epistemology of women has been universally debated for as long as there has been recorded words. What is the nature of God? And then: What is the nature of Man? followed shortly there after by: What is the nature of Woman? It is not a secret that most of the first recorded
History Of Theory Behind Curriculum Development The evolution of curriculum theory by and large reflects the current of thought found in the academic-political landscape. The essence of the ancient maxim cuius regio, eius religio applies here: who reigns, his religion. In this case, who reigns, his curriculum. This has been true throughout all the centuries where education was deemed important by a group of individuals or a State. For example, in
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