1. Jean-Jacques Rousseau
• 28th June 1712 – 2nd July 1778) was
a Genevan philosopher, writer, and composer of the
18th century. His political philosophy influenced
the French Revolution as well as the overall
development of modern political, sociological, and
educational thought.
• ( He argued that private property was the start of
civilization, inequality, murders and wars.)

2. 1. MAIN SLOGANS
1. Return to nature
2. Man is born free and every where in
chains
3. Nature has a healing and soothing
effect
4. Nature never did betray the heart
that loved her

3. • The first man who, having fenced in a
piece of land, said "This is mine," and found
people naïve enough to believe him, that man
was the true founder of civil society. From
how many crimes, wars, and murders, from
how many horrors and misfortunes might not
any one have saved mankind, by pulling up
the stakes, or filling up the ditch, and crying to
his fellows:
• — Jean-Jacques Rousseau, Discourse on
Inequality, 1754

4. According to Hobbes
“State of nature . . . has no idea of
goodness he must be naturally wicked; that he is
vicious because he does not know virtue".
(Man is naturally corrupt)
According to Rousseau holds that
"uncorrupted morals" prevail in the "state of
nature”
(Man is naturally good)

5. ROUSSEAU VIEWS ON EDUCATION
AND SYSTERM OF EDUCTION
Rousseau's novel Émile, or On Education is a treatise on
the education of the whole person for citizenship.
There are five books or chapters of this novel

6. Stage 1: Infancy (birth to two years).
(Book1).
Infancy finishes with the weaning(eating food and stop
sucking milk) of the child.
1..‘More real liberty and less power,
let them do more for themselves and demand less of others;
2..Teaching them from the first to confine their wishes within the
limits of their powers they will scarcely feel the want of
whatever is not in their power.
3.. The only habit the child should be allowed to acquire is to
contract none.
4..Power control must be taught at this time
Mothers should play the role of a guide and
facilitator rather than master.

7. Stage 2: ‘The age of Nature’ (two to 12).
1.. ‘The age of Nature’. During this time, the child
receives only a ‘negative education’: no moral
instruction, no verbal learning. He sets out the most
important rule of education:
2…‘Do not save time, but lose it… The mind should be
left undisturbed till its faculties have developed’
3..The purpose of education at this stage is to develop
physical qualities and particularly senses, but not
minds. In the latter part of Book II, Rousseau describes
the cultivation of each of Émile’s five senses in turn.
Hellen Keller (The seeing see little)

8. Stage 3: Pre-adolescence (12-15). Émile in Stage 3 is like the
‘noble savage’ (ANDRAGOGY)
‘ About twelve or thirteen
1. …The child’s strength increases far more rapidly than his
needs’. The urge for activity now takes a mental form;
2…..There is greater capacity for sustained attention. The
educator has to respond accordingly.
3…Must be taught according to his wishes thoughts and
priorities . Hence child centered curriculum (Andragogy)
Our real teachers are experience and emotion,.

9. STAGE 4: PUBERTY (15-20).
(FOCUS ON MORAL DEVELOPMENT)
Age to be taught abstract things like
( Emotions, Philosophy, Patriotism, Religion) and moral development.
1….Rousseau believes that by the time Émile is fifteen, his reason will be
well developed,
2. Focus On Moral Development
3.How to control nerves
4.How to control emotions
and he will then be able to deal with he sees as the dangerous
emotions of adolescence, and with moral issues and religion.
Most of Book IV deals with Émile’s moral development.
Must be taught abstract things like Emotions, Philosophy, Patriotism ,
Religion.
1.Religion a personal matter
2.Religion to be adopted and must be adopted by humans.

10. Stage 5: Adulthood (20-25).
In Book V, the adult Émile is introduced to his
ideal partner, Sophie.
He learns about love, and is ready to return to
society, proof,
Rousseau hopes, after such a lengthy
preparation, against its corrupting influences.
The final task of the tutor is to ‘instruct the
young couple in their marital rights and duties’

11. Sophie. This last book that education must keep under
consideration sex differences.
‘ The man should be strong and active; the woman should
be weak and passive; he one must have both the power and
the will; it is enough that the other should offer little
resistance’.
Sophie’s training for womanhood up to the age of
ten involves
1…Physical training for grace;
2….The dressing of dolls leading to drawing, writing, counting
and reading; and the
3…. Prevention of idleness and indocility(Correcting).
After the age of ten there is a concern with adornment
and the arts of pleasing; religion; and the training of reason. ‘
She has been trained carefully rather than strictly, and
her taste has been followed rather than thwarted’. Rousseau
then goes on to sum her qualities as a result of this schooling

12. For females the aims of education differ
drastically. (Noddings, 1995).
“The entire education of woman must be
relative to men.
To please them, to be useful to them, to be loved and
honoured
by them, to rear them when they are young, to care for them
when they are grown up, to counsel and console, to make their
lives pleasant and charming, these are the duties of women at all
times, and they should be taught these in their child hood.
To the extent that we refuse to go back
to this principle, we will stray from our goal and all percepts
women are given will not result in
their happiness or our own.”

13. Conclusion
Rousseau’s gift to later generations is extraordinarily
rich – and problematic. Émile was the most influential work on
education after Plato’s Republic, The Confessions were the most
important work of autobiography since that of St Augustine
(Wokler 1995: 1); The Reveries played a significant role in the
development of romantic naturalism; and The Social
Contract has provided radicals and revolutionaries with key
themes since it was published. Yet Rousseau can be presented at
the same time as deeply individualist, and as controlling and
pandering to popularist totalitarianism. In psychology he looked
to stage theory and essentialist notions concerning the sexes
(both of which continue to plague us) yet did bring out the
significance of difference and of the impact of the environment.
In life he was difficult he was difficult to be around, and had
problems relating to others, yet he gave glimpses of a rare
connectedness.

14. Friedrich Wilhelm August Fröbel (or Froebel) (German
pronunciation: [ˈfʁiːdʁɪç ˈvɪlhɛlm ˈaʊɡʊst ˈfʁøːbəl]; April
21, 1782 – June 21, 1852) was a German pedagogue, a
student of Pestalozzi who laid the foundation for
modern education based on the recognition that
children have unique needs and capabilities. He created
the concept of the “kindergarten” and also coined the
word now used in German and English. He also
developed the educational toys known as Froebel Gifts.

15. Froebel was influenced by the outstanding German idealist
philosophers of his time and by Jean-Jacques Rousseau and
Pestalozzi. He was a sincerely religious man who, because of his
belief in the underlying unity of all things, tended
toward pantheism(wahdatulwajood) and has been called a nature
mystic.
His most important contribution to educational theory was
his belief in
“self-activity” and play as essential factors in child
education. The teacher’s role was not to drill or indoctrinate the
children but rather to encourage their self-expression through play,
both individually and in group activities. Froebel devised circles,
spheres, and other toys—all of which he referred to as “gifts” or
“occupations”—that were designed to stimulate learning through
play activities accompanied by songs and music. Modern
educational techniques in kindergarten and preschool are much
indebted to him.

16. Innovations by froebel
The number of innovations that Froebel
pioneered through his research is startling,
and includes
1…multiple intelligences (different learning
styles), play-based, child-centered,
holistic education,
2…parent involvement/training, educational
paperfolding,
3….Use of music, games, and movement
activities for education.

17. • Humans Are Creative Beings
From a spiritual perspective, Froebel understood
that what separates us from other life forms is that
we alter our environment. More than simple tool-
building, our brains allow us to visualize in 3-D and
imagine a different future. True education therefore
must help children to understand their role as
creative beings.
• Play Is the Engine of Real Learning
Froebel concluded that play is not idle behavior but
a biological imperative to discover how things work.
It is pleasurable activity, but biologically purposeful.
Froebel sought to harness this impulse and focus a
child's play energy on specific activities designed to
lead them to create meaning from their experiences.

18. Froebel Gifts
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The Froebel Gifts (German: Fröbelgaben) are a range of educational materials designed
by Friedrich Fröbel. They were first used in the original Kindergarten atBad Blankenburg.
Fröbel advocated the importance of free play in childhood. Each gift (Gabe) was
designed to be given to a child to provide material for the child's self-directed activity.
These Gifts are a series of activity-based playthings ranging from simple sphere-shaped
objects, through to geometric wooden blocks and more advanced Gifts pertaining to
sewing, cutting, weaving and the modelling of objects in clay.
Ottilie de Liagre in a letter to Fröbel in 1844 observed that playing with the Froebel Gifts
empowers children to be lively and free, but people can degrade it into a mechanical
routine.
"Realising how the Gifts were eventually misused by Kindergarten teachers who
followed after Froebel, it is important to consider what Froebel expected the Gifts to
achieve. He envisaged that the Gifts will teach the child to use his (or her) environment
as an educational aid; secondly, that they will give the child an indication of the
connection between human life and life in nature; and finally that they will create a
bond between the adult and the child who play with them" Joachim Liebschner on page
82 in his book, A Child's Work: Freedom and Guidance in Froebel's Educational Theory
and Practice

19. Froebel's Kindergarten
Friedrich Wilhelm Froebel (1782-1852)
Froebel established the very first Kindergarten program in Germany in
1837. Froebel's views on education centered on the importance of play,
games, and toys in the intellectual, spiritual, and social development of
children, as inspired partly by his study of Comenius. Eventually he
developed a a philosophy and program of education for children aged 4-6
that was meant to serve as a transition between home and school, infancy
and childhood. Since his philosophy was to nurture and protect children,
shielding them from outside influence (such as plants might be nurtured and
sheltered in a garden), it was natural to call his school Kinder-Garten...or
literally, Children's Garden. To this day, programs for 5 and some 6 year olds
are called Kindergarten. Like his predecessors, Froebel believed children
were social creatures, and learning was the most natural and efficient
through activity and play was an essential part of learning. He believed that
teaching methods between a younger and older child ought to be vastly
different, and wished for children to have the chance to explore their
positive whims. .

20. Froebel recognized three forms of learning.
1.. Knowledge of forms of life, including gardening,
caring for animals, and domestic tasks.
2. knowledge of forms of mathematics, such as
knowledge of geometric forms and their
relationships, and
3. knowledge of forms of beauty, including design,
color, shape, harmonies, and movement.

21. A kindergarten (German Kindergarten (help·info),
literally children's garden) is a preschool educationalapproach
based around playing, singing, practical activities, and social
interaction as part of the transition fromhome to school. Many
aspects of the approach, developed by Friedrich Fröbel in
Germany, are now seen as essential elements of early-years
education around the world.
Fröbel created the first kindergarten in Bad Blankenburg in 1837
as an experimental social experience for children entering
school, believing that children should be nurtured of and
nourished 'like plants in a garden'. The term is used in many
countries to describe a variety of educational institutions for
children ranging from the ages of two to seven based on variety
of teaching methods.