Parte 6, Le education

(Langauges of this post: Interlingua, English)

(10) Locke e Rousseau

Ben que le tendentias scientific in le education advocate per Bacon, Hobbes, e Comenius le interessava, John Locke se preoccupava con le education de "gentlemen" del classe regente anglese. Ille condemnava le education de su epocha, dicente que illo esseva principalmente un reproduction de preoccupationes ancian con le classicos e le religion. Ille credeva que tal instruction esseva inutile pro inseniar le cognoscimentos practic que un homine necessitava pro functionar responsibilemente in le societate anglese, e ille voleva establir un systema de education plus practic e efficace.

Locke credeva que post su nascentia le anima human esseva un "tabula rasa" que ardentemente recipeva impressiones del mundo exterior, como un spongia absorbe aqua. Assi, ille videva le education como un processo de apprender trans experientias con iste mundo exterior pro accumular un collection de cognoscimentos solide combinate, naturalmente, con le felicitate.

Ille credeva in le idea de un mente san in un corpore san, e ille advocava multe exercitio physic de maniera que le corpores de su studentes deveniva assatis forte pro confrontar le battalias del vita.

Ille anque credeva que un puero debe vider multe partes del mundo pro augmentar su conoscimentos al confrontar se activemente con le manieras de viver e le pensamentos de altere culturas. Viagiar multo e le immersion in diverse mundos social, ille credeva, accopulate con le instruction de preceptores individual, esseva le optime forma de education.

Le scopo final del education, insisteva Locke, debe esser le formation de un individuo qui cognosce omne le manieras de associar se efficace- e amicabilemente con altere personas de su proprie rango social. Naturalmente, un tal persona debe acquirer un collection de cognoscimentos assatis grande pro functionar ben in tal ambientes, e, naturalmente, Locke appoiava le ecclesia anglican.

Rousseau, del altere parte, credeva que le societate deforma le sprito de un infante e que su influentia es totalmente maligne. Consequentemente, ille sempre voleva proteger su studentes del societate.

In su libro famose "Emile", ille narra le historia del education natural e spontanee de su protagonista, Emile, qui, secundo Rousseau, debe esser permittite a disvellopar se secundo su proprie natura sin ingerentia. Le education, ille credeva, debe esser protective, un maniera de separar un puero del societate, le qual corroderea e corrumperea le vitalitate de su natura sin tal protection.

In le prime quatro annos del vita de un puero, Rousseau accentuarea le exercitio physic. Tunc, del etate de cinque a dece duo annos, le puero disvelopparea su sensos. Ille viverea in le mundo del natura, observante omne lo que le circumfereva. Su instruction intellectual, usante libros e altere cosas simile, comenciarea al etate de dece tres annos.

Ma mesmo in iste stadio de su education, insisteva Rousseau, on debe permitter que le puero se disveloppa secundo su proprie curiositate natural. Su preceptores deberea offerer lor instruction a ille solmente secundo su proprie desiros e solmente quando ille demandava instruction nove.

Eventualmente, on inseniarea un mestiere al puero pro facer le economicamente independente. De dece cinque e vinti annos de etate le puero reciperea un education moral per contacto con su contemporaneos, le quales inseniarea a ille le principios basic de bonitate, sympathia, e servicio al humanitate.

Ben que Rousseau accentuava le education natural de pueros, ille non credeva que le pueras de un societate deberea reciper le mesme education. Lor instruction deberea limitar se a apprender solmente manieras efficace pro servir le homines de lor societate.

Multes de su contemporaneos francese anque habeva ideas simile. Illes habeva escappate le dominantia del ecclesia, ma illes esseva opprimite per lor societate corrumpite. Lor problemas esseva simile al problemas de multe americanos contemporanee. E nostre population gay ha comenciate un lucta contra le fortias maligne del influentia religiose in nostre societate--le origine del oppression contra le population gay del Statos Unite.

Johann Bernhard Basedow admirava le ideas de Rousseau sur le education e establiva un schola organisate secundo su ideas. Illo accentuava le conversation e le joco. Su schola esseva assatis simile al scholas progressive organisate secundo principios simile del philosopho american John Dewey.

Vermente, trans omne le historia del education le mesme ideas se ha recyclate multe vices, con tensiones inter le education theoric e practic, inter le disveloppamento personal del studente e le exigentias de un curriculo standardisate secundo le interesses del religion o del stato. (In annos recente, le scientias e le mathematica ha devenite plus prominente.) Un componente de exercitio physic anque forma parte de multe programmas de education.

Le position social de philosophos como Platone, Bacon, Hobbes, Locke, e Rousseau ha un grande influentia sur le forma de education que tal philosophos advocava, e illes generalmente formava lor ideas, al minus in parte, pro assecurar lor proprie prestigio social inter lor contemporaneos.

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(10) Locke and Rousseau

Though the scientific tendencies in the kind of education advocated by Bacon, Hobbes, and Comenius interested him, John Locke concerned himself with the education of "gentlemen" of the English ruling classes. He condemned the education of his era, saying that it was principally a reproduction of ancient concerns with the classics and with religion. He believed that such instruction was useless for teaching the practical knowledge that a man needed for functioning responsibly in English society, and he wanted to establish a more practical and effective system of education.

Locke believed that after its birth the human soul was a "tabula rasa" that eagerly received impressions from the external world, the way a sponge absorbs water. Thus, he saw education as a process of learning through experiences with this external world to attain a state of solid knowledge combined, naturally, with happiness.

He believed in the idea of a sound mind in a sound body, and he advocated a lot of physical exercise so that the bodies of his students became strong enough to confront the battles of life.

He also believed that a boy should see many parts of the world to increase his knowledge by actively encountering the ways of living and thinking of other cultures. A lot of travel and immersion in different social worlds, he believed, coupled with instruction from individual tutors, was the best form of education.

The final goal of education, Locke insisted, should be the formation of an individual who knows all the ways of associating effectively and amicably with other people of his own social rank. Naturally, such a person should acquire a body of knowledge large enough to function well in such environments, and, of course, Locke supported the Anglican church.

Rousseau, on the other hand, believed that society deforms the spirit of a child and that its influence is totally malign. Consequently, he always wanted to protect his students from society.

In his famous book "Emile," he narrates the history of the of the natural and spontaneous education of his protagonist, Emile, who, according to Rousseau, should be allowed to develop himself according to his own nature without interference. Education, he believed, should be protective, a way of separating a boy from society, which would corrode and corrupt the vitality of his nature without such protection.

In the first four years of a boy's life, Rousseau would would emphasize physical exercise. Then from age five to age twelve, the boy would develop his senses. He would live in the world of nature, observing everything that surrounded him. His intellectual instruction, using books and other similar things, would start at thirteen years of age.

But even in this stage of his education, Rousseau insisted, the boy should be allowed to develop according to his own natural curiosity. His tutors should offer their instruction to him only according to his own desires and only when he asked for new instruction.

Eventually, the boy would be taught a trade to make him economically independent. From age fifteen to age twenty-one, the boy would receive moral instruction by contact with his contemporaries, who would teach him the basic principles of goodness, sympathy, and service to humanity.

Though Rousseau emphasized the natural education of boys, he did not believe that the girls of a society should receive the same education. Their instruction should be limited to learning only effective ways of serving the men in their society.

Many of his French contemporaries also had similar ideas. They had escaped the dominance of the church, but they were oppressed by their corrupt society. Their problems were similar to the problems of many contemporary Americans. And our gay population has started a fight against the malign forces of religious influence in our society--the origin of gay oppression in the United States.

Johann Bernhard Basedow admired the ideas of Rousseau on education and established a school organized according to his ideas. It emphasized conversation and play. His school was rather similar to the progressive schools according to similar principals held by the American philosopher John Dewey.

Really, throughout the entire history of education the same ideas have been recycled many times, with tensions between theoretical and practical education, between the personal development of the student and the demands of a standardized curriculum according to the intersts of religion or of the state. (In recent years, the sciences have become more prominent.) A component of physical exercise also forms part of many programs of education.

The social position of philosophers such as Plato, Bacon, Hobbes, Locke, and Rousseau has a great influence on the form of education advocated by such philophers, and they generally formed their ideas, at least in part, to assure their own social prestige among their contemporaries.