Analysis Of Jean Jacques Rousseau And Denis Diederot s...

Abstract This paper exams one of the prevailing themes of the role of nature in education, as depicted through the lens of Jean-Jaques Rousseau’s in Emile, or On Education, and Denis Diederot’s, Rameau’s Nephew. The misdirected view of women’s education and the over utilization of reason and logic to justify moral behavior neglects to see the multidisciplinary thought on education. My perspective offers insight into how there are several contradictions in the texts that highlight the importance of holistic education for men and women. Introduction One of the principal characteristics of Jean Jacques Rousseau and Denis Diederot is the recognition of nature’s role in education. They believed that a virtuous man is governed and directed by the laws of his own nature rather than those of social institutions. They both acknowledge that experience, failure, and catastrophes are a part of a larger purpose that is ultimately beneficial to man. Rousseau describes his methods in Emile, the story of a boy’s upbringing in natural state, and child-centered pedagogy. Diederot makes essentially the same point in Rameau’s Nephew, where a combative conversation depicts the negative effects of the social order as depicted by He, and how I’s thoughts concern his nature as a thinking being. The sentiment of nature as a significant participant in education resonates throughout the text, but neglects to include women as a beneficiary of said education or recognize society as a major