فلسفه آموزشی در روشنگری فرانسه: از طبیعت تا طبیعت دوم

Though Emile is still considered the central pedagogical text of the French Enlightenment, a myriad of lesser-known thinkers paved the way for Rousseau's masterpiece. Natasha Gill traces the arc of these thinkers as they sought to reveal the correlation between early childhood experiences and the success or failure of social and political relations, and set the terms for the modern debate about the influence of nature and nurture in individual growth and collective life. Gill offers a comprehensive analysis of the rich cross-fertilization between educational and philosophical thought in the French Enlightenment. She begins by showing how in Some Thoughts Concerning Education John Locke set the stage for the French debate by transposing key themes from his philosophy into an educational context. Her treatment of the abbé Claude Fleury, the rector of the University of Paris Charles Rollin, and Swiss educator Jean-Pierre de Crousaz illustrates the extent to which early Enlightenment theorists reevaluated childhood and learning methods on the basis of sensationist psychology. Etienne-Gabriel Morelly, usually studied as a marginal thinker in the history of utopian thought, is here revealed as the most important precursor to Rousseau, and the first theorist to claim education as the vehicle through which individual liberation, social harmony and political unity could be achieved. Gill concludes with an analysis of the educational-philosophical dispute between Helvétius and Rousseau, and traces the influence of pedagogical theory on the political debate surrounding the expulsion of the Jesuits in 1762. Locke's Educational Theory in Relation to his Philosophical and Political Thought The Natural External : Locke's Some Thoughts Concerning Education Locke : Father of Social Engineering or Champion of Liberty in Education? Sources of French Educational Thought and the Legacy of the Jesuits Childhood and Education in the Works of Claude Fleury, Charles Rollin, and Jean-Pierre de Crousaz "The Limits of Reform" and the Concept of Utility in Fleury, Rollin, Crousaz, and Mme de Lambert Educational Theory at Mid-century Morelly and Individual Education : Essai sur l'esprit humain Morelly and Social Education : Essai sur le coeur humain Morelly and the Politicization of Education The Scandal Over Helvetius's De l'Esprit and the Origins of the Helvetius-Rousseau Controversy Helvetius's De l'Esprit : The Argument for Full Equality Rousseau's Emile, Books I -III : Individual Education Emile, Books IV -V, and Emile et Sophie, ou les solitaires : Social and Moral Education The Expulsion of the Jesuits and the Educational Reformers of the 1760s The Influence of Educational-Philosophical Concepts on the Reform Plans of the 1760s Disciples and Critics : The Impact of French Enlightenment Educational Thought Appendix 1. Rousseau's Appropriation of Morelly Appendix 2. Helvetius's Critique of Rousseau's Educational Theory Appendix 3. Education in the Encyclopedie. Natasha Gill offers the first comprehensive analysis of French educational thought before Rousseau. She situates Emile in the context of a pedagogical debate that had been under way for a century before its publication, reveals the importance of key transitional figures such as Etienne-Gabriel Morelly, and shows how French theorists came to see education as a vehicle through which individual liberation, social harmony and political unity could be achieved. Natasha Gill offers the first comprehensive analysis of French educational thought before Rousseau. She situates Emile in the context of a pedagogical debate that had been under way for a century before its publication, reveals the importance of key transitional figures such as Étienne-Gabriel Morelly, and shows how French theorists came to see education as a vehicle through which individual liberation, social harmony and political unity could be achieved