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    Wyświetlanie 1-3 z 3
    Tytuł:
    Rousseau’s errors: they persist today in educational theory
    Autorzy:
    Gray, Peter
    Powiązania:
    https://bibliotekanauki.pl/articles/1388579.pdf
    Data publikacji:
    2015-09-30
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    educational theory
    progressive education
    Rousseau
    self-directed education
    Sudbury Valley School
    Opis:
    In this essay, the author contends that the approach to education described by Rousseau in Émile is not only impractical but is founded on four misconceptions concerning human nature and development. These are (1) the vulnerable-child child fallacy (that children must be protected from learning the wrong things); (2) the stage-of-development fallacy (that children can learn only certain kinds of things at certain ages); (3) the lone-child-in-nature fallacy (that children learn best from interacting physically with nature, not from interacting verbally with other people); and (4) the controllability fallacy (that is is possible to know a child so well as to be able to control, through subtle means, what the child learns). The author’s own research indicates that the ideal environment for children’s natural, self-directed learning is very different from, in many ways opposite to, that outlined by Rousseau.
    Źródło:
    Problemy Wczesnej Edukacji; 2015, 30, 3; 23-28
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Pojęcie ukształcalności i jego miejsce w teorii wychowania Jeana Jacquesa Rousseau
    The concept of perfectibilité and its place in Jean Jacques Rousseau’s theory of education
    Autorzy:
    Stępkowski, Dariusz
    Benner, Dietrich
    Powiązania:
    https://bibliotekanauki.pl/articles/1388572.pdf
    Data publikacji:
    2015-09-30
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    Rousseau
    education
    perfectibilité
    theory of education
    Opis:
    The philosophical and pedagogical work of Jean Jacques Rousseau still raises many disputes and polemical debates. In this article, the authors focus on only one concept – perfectibilité, which is, according to them, the key to understanding his theories. By using the concept of perfectibilité, Rousseau defines the ambivalent characteristic of modern man, i.e., his ontological need to learn. The article consists of three parts. In the first, the authors try to locate the concept of perfectibilité in Rousseau’s philosophical and pedagogical texts. In the second, the meaning of the term is reconstructed in relation to the conditions of becoming a man. Finally, in the third, the project of upbringing and education from Rousseau’s Emil is re-read.
    Źródło:
    Problemy Wczesnej Edukacji; 2015, 30, 3; 39-51
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Jeśli nie naiwność, to co? Próba rekonstrukcji idei dziecka u J.J. Rousseau
    If it is not naivety, then what is it? An attempt at reconstructing J.J Rousseau’s idea of a child
    Autorzy:
    Kowalik-Olubińska, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/1388547.pdf
    Data publikacji:
    2015-09-30
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    constructing the image of a child
    Rousseau
    new sociology of the choldhood
    childlike innocence vs corruption
    immaturity vs competence
    dependence vs autonomy
    Opis:
    Categories of childlike innocence, immaturity and helplessness, which constitute the idea of a child accepted in Western societies, are regarded as obvious and undisputed. However, more and more often their obviousness is questioned by modern researchers, particularly the representatives of the new sociology of childhood, including A.W. Corsaro, A. James, C. Jenks, A. Prout, J. Qvortrup. They move away from the universal vision of an innocent child and emphasize the variety of ways of experiencing and understanding the world by children living in different social and cultural contexts. Therefore, they present the possibility to include such categories as competence and autonomy in the considerations on the construction of the image of a child. The author, assuming the above mentioned research perspective, attempts to read Rousseau’s idea of a child in the context of three pairs of contradictory categories: innocence/corruption, immaturity/competence and dependence/ autonomy. Going out of the category of child innocence makes it possible to notice that children are not only victims of aggression, but sometimes they are aggressors; that they not only submit to others, but also influence what is happening to them and around them; that they are endowed with the ability to cause events and in the same time, to be innocent and helpless beings to some extent. Such findings prove that going beyond innocence in the considerations on the child’s nature and examining it in the context of a wider range of categories is valid and legitimate. They also point at the ambiguity and complexity of the child’s nature, which allows us to question the obviousness and universalness of the idea of a child as a being that is innocent, immature, dependent and devoid of the ability to influence events.
    Źródło:
    Problemy Wczesnej Edukacji; 2015, 30, 3; 63-74
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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