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Emile

by Jean-Jacques Rousseau

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EN
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EPUB
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Description

This is a didactic philosophical treatise composed as a series of reflections and dialogues on education, human nature, and morality. Structured into five books, the work follows the pedagogical development of a fictional boy named Emile, with emphasis on experiential learning, physical development, and emotional growth. Rousseau presents a view that individuals are innately good and that society corrupts this natural innocence, advocating for educational methods that nurture innate qualities rather than suppress them.

Written in 1762, "Emile" was considered highly controversial and was subsequently banned and burned in some regions due to its religious and philosophical ideas. The work influenced educational thought in France and America, promoting ideas such as natural development and child-centred education. Its pedagogical approach and philosophical assertions reflect the Enlightenment period's emphasis on reason, individualism, and social reform.

From the opening pages

scattered thoughts and observations has little order or continuity; it was begun to give pleasure to a good mother who thinks for herself. My first idea was to write a tract a few pages long, but I was carried away by my subject, and before I knew what I was doing my tract had become a kind of book, too large indeed for the matter contained in it, but too small for the subject of which it treats. For a long time I hesitated whether to publish it or not, and I have often felt, when at work upon it, that it is one thing to publish a few pamphlets and another to write a book. After vain attempts to improve it, I have decided that it is my duty to publish it as it stands. I consider that public attention requires to be directed to this subject, and even if my own ideas are mistaken, my time will not have been wasted if I stir up others to form right ideas. A solitary who casts his writings before the public without any one to advertise them, without any party ready to defend them, one who does not even know what is thought and said about those writings, is at least free from one anxiety—if he is mistaken, no one will take his errors for gospel. I shall say very little about the value of a good education, nor shall I stop to prove that the customary method of education is bad; this has been done again and again, and I do not wish to fill my book with things which everyone knows. I will merely state that, go as far back as you will, you will find a continual outcry against the established method, but no attempt to suggest a better. The literature and science of our day tend rather to destroy than to build up. We find fault after the manner of a master; to suggest, we must adopt another style, a style less in accordance with the pride of the philosopher. In spite of all those books, whose only aim, so they say, is public utility, the most useful of all arts, the art of training men, is still neglected. Even after Locke’s book was written the subject remained almost untouched, and I fear that my book will leave it pretty much as it found it.

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