AN ONTOLOGICAL EVALUATION OF JEAN JACQUES ROUSSEAU’S CHILD - CENTRED THEORY OF EDUCATION
Authors: Aloysius O. Dimgba
Publication Details
Published: June 14, 2024
Reference: Volume 8, Issue 2
Abstract
This paper is an ontological evaluation of Jean Jacques Rousseau’s child-centred theory of education. Its objective is to show that the guidiance of an experienced adult is indispensible in children upbringing. In his Emile, Rousseau demonstrates his believe that children should be allowed to learn by their natural impulses and curiosities through the process of (trial and error) learning by doing. He frowned at the traditional model of education which perceives the child as a miniature adult that could be crammed with books or be compelled outside of his natural gifting thus overlooking the unique tendencies and curiosities of his childhood experience. This paper argues that children live in a fantasy world and that bracketing the guidance of an experienced adult in the upbringing and education of the child is itself illusory. The paper further argues that Rousseau’s advocacy for the child’s (absolute) freedom to choose and do in an already corrupt and unequal society would endanger the child’s chances of success in the future. Using the hermeneutic – phenomenological and evaluative methods, the paper posits that the child cannot be left alone in his world of learning (or discovery) by doing because he lacks the understanding of the complexities of the society which may endanger the development of his innate potentials. The paper concludes that given the social environment of the child with its competitive possibilities, the child would need the guidance of an experienced adult along his natural potentials before regrets may set in at adulthood.
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How to Cite
Aloysius O. Dimgba. (2024). AN ONTOLOGICAL EVALUATION OF JEAN JACQUES ROUSSEAU’S CHILD - CENTRED THEORY OF EDUCATION. ABIA JOURNAL OF HUMANITIES , Volume 8 (2) .