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Journal articles on the topic 'Theories of Rousseau, Jean-Jacques'

Author: Grafiati

Published: 11 December 2022

Last updated: 25 January 2023

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1

Božilović, Jelena, and Aleksandra Nikolajević. "The Social Contract Theory of Jean-Jacques Rousseau." Kultura polisa 19, no. 1 (April 14, 2022): 121–42. http://dx.doi.org/10.51738/kpolisa2022.19.1r.7bn.

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The paper presents Jean-Jacques Rousseau’s social contract theory within the context of the period in which it was created, and also in relation to the previous, modern contract theories. The authors indicate the complexity and interconnection between the general will and sovereignty, which Rousseau saw as the basis of the contract which caused the exit from the natural state and the foundation of the political body based on civil liberty. Unlike his predecessors, Rousseau viewed the contract, as well as the republic, in a rather ethical context than a legal one, so he understood the political community as the creation which was founded on the morale of its citizens and integrated due to the civic virtue. Such an idea further led the author towards the consideration of education within the spirit of civil religion, which he saw as the moral base of a unique and undivided nation, in which all the individual and particular interests were declared as hostile and destructive elements of the social body. The collectivistic energy of Rousseau’s theory would soon become the main source of inspiration to the Jacobins and the revolutionary terror in France after the Revolution.

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Stępkowski, Dariusz, and Dietrich Benner. "Pojęcie ukształcalności i jego miejsce w teorii wychowania Jeana Jacquesa Rousseau." Problemy Wczesnej Edukacji 30, no. 3 (September 30, 2015): 39–51. http://dx.doi.org/10.5604/01.3001.0008.9214.

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The philosophical and pedagogical work of Jean Jacques Rousseau still raises many disputes and polemical debates. In this article, the authors focus on only one concept – perfectibilité, which is, according to them, the key to understanding his theories. By using the concept of perfectibilité, Rousseau defines the ambivalent characteristic of modern man, i.e., his ontological need to learn. The article consists of three parts. In the first, the authors try to locate the concept of perfectibilité in Rousseau’s philosophical and pedagogical texts. In the second, the meaning of the term is reconstructed in relation to the conditions of becoming a man. Finally, in the third, the project of upbringing and education from Rousseau’s Emil is re-read.

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FRAISTAT, SHAWN. "Domination and Care in Rousseau'sEmile." American Political Science Review 110, no. 4 (November 2016): 889–900. http://dx.doi.org/10.1017/s0003055416000472.

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Domination, understood as the abusive or capricious employment of power over others for the sake of one's own ends, is among the gravest threats to human freedom. Solving the problem of domination is a crucial normative challenge, and this article identifies in the work of Jean-Jacques Rousseau a promising and overlooked avenue for addressing it. I propose an interpretation of Rousseau'sEmilein which preventing domination requires moral education in the practice and value of care. This interpretation gives Rousseau new relevance as a theorist of domination. In connecting non-dominative to educative care, Rousseau's approach has the potential to forge new connections between neo-republican theories of domination and feminist care ethics, even suggesting new routes by which public policy might foster a non-dominative society.

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Lerner, Loren. "The Ethical Development of Boys in Jean-Jacques Rousseau’s Emile and Jean-Baptiste Greuze’s Artworks." Lumen 40 (November 3, 2021): 121–46. http://dx.doi.org/10.7202/1083170ar.

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This article considers the ways in which a series of artworks by French artist Jean-Baptiste Greuze focus on the father’s ethical education of his male children, reading these as a close visualization of the pedagogical theories of Rousseau. Through paintings that contemplate family life, religious sentiment, filial piety, obedience versus disobedience, illness, and death, Greuze’s images of male youth coalesce with the ethics promoted in Rousseau’s novel Emile—stressing in particular the compassion and good conscience that a boy should develop under the guidance of his father to become a man of virtue. In so doing, the artist responds to some of the key historic issues and social beliefs affecting male youth during his era: the necessity of apprenticed boys to leave home; an idealization of country living and farming as the best occupation for the adult male; and an overwhelming concern, widespread during this heightened period of warfare and unrest preceding the French Revolution, that young men go astray when they become soldiers.

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5

Vauleon, Florian. "Jean-Jacques Rousseau and the science of management: the illusion of free will." Journal of Management History 20, no. 1 (January 7, 2014): 99–113. http://dx.doi.org/10.1108/jmh-06-2012-0049.

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Purpose – The aim of this paper is to focus on Rousseau's three major works: the epistolary novel Julia. Or, The New Eloisa, one of the eighteenth century's best sellers, the political essay The Social Contract, and the pedagogical treatise Emile: or On Education. It seeks to explore the innovative management theories Rousseau develops as he embarks in the simultaneous composition of these three major works, particularly as he conceptualizes his ideal society and envisions a brand new political system, one that would take into account the natural state of humankind in order to socialize them more efficiently. Design/methodology/approach – The paper explores Rousseau's solution to these obstacles, and examines his understanding of censorship, as well as the surreptitious control of people's values, tastes, and aspirations. His vision of humanity is very similar to that of “a machine to be put together by skillful devices”, assuming “that the materials of which it is composed are colorless and lifeless”. Findings – The conclusions reached in this paper hinge upon, in significant part, Rousseau's approach to management science, and the individual's subjection to authority, as well as the overarching necessity for any form of power to be imperceptible. Originality/value – The paper shows that in Rousseau's mind, people are mere pawns on the political chessboard, “to be arranged by the fancy of the legislator.”

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6

Szczepska-Pustkowska, Maria. "Dziecięce filozofowanie na tle romantycznej wizji szlachetnego dzikusa J.J. Rousseau." Problemy Wczesnej Edukacji 29, no. 2 (June 30, 2015): 81–96. http://dx.doi.org/10.5604/01.3001.0008.5663.

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The 18th century brought a sequence of outlook changes to Europe. Although contemporary transformations occurred slowly, their scale exceeded the previously circumscribed frame. Interpenetration of various ideas and cultural achievements, as well as “transnational exchange”, supported information for the coming into existence of the first theories of childhood. One of such theories was born thanks to Jean Jacques Rousseau (1712–1778), thanks to which the Enlightenment and the Romanticism discovered the noble savage child immersed in nature. Reflection on the phenomenon of childlike philosophizing conducted exactly from the perspective of this romantic vision of the child is the purpose of this paper.

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7

INOGUCHI, TAKASHI, and LIEN THI QUYNH LE. "Toward Modelling a Global Social Contract: Jean-Jacques Rousseau and John Locke." Japanese Journal of Political Science 17, no. 3 (August 12, 2016): 489–522. http://dx.doi.org/10.1017/s1468109916000207.

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AbstractThe paper attempts to construct a global model of a social contract using well-known metaphors of two great philosophers: Jean-Jacques Rousseau and John Locke. By modelling a global social contract, I mean the formulation of a social contract using two sets of data: one is global citizens' preferences about values and norms while the other is sovereign states' participation in multilateral treaties. Both Rousseau and Locke formulate their versions of social contract theories in the national context of eighteenth-century Europe. This paper tries my hands on extending their theories to the global context. This paper attempts to link empirically the relationship between global citizens' preferences as gauged by the World Values Survey and sovereign states' participation in 120 multilateral treaties deposited to the United Nations. To see the link between citizens and treaties (quasi-legislative outcomes, sort of), dimensional similarities of the cosmos of citizens' preference and the cosmos of sovereign states' willingness to join multilateral treaties are examined. Once done, all the sovereign states are located in each of the two cosmoses, citizens and states, and the correlation coefficients between them are measured. Based on these empirical results, the nature of the global quasi-legislative process is clarified. Conclusions and implications are drawn.

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Czerwińska-Jakimiuk, Ewa. "Agresja w perspektywie psychologicznej i filozoficznej. Przegląd wybranych teorii." Argument: Biannual Philosophical Journal 10, no. 1 (December 19, 2020): 197–212. http://dx.doi.org/10.24917/20841043.10.1.11.

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Aggression in a psychological and philosophical perspectives: Review of selected theories: The article focuses on the phenomenon of aggression. From the philosophical perspective, the views of Jean‐Jacques Rousseau and Thomas Hobbes are presented. From the psychological perspective, the definitions of aggression, with particular emphasis on the findings of Erich Fromm, and the main psychological theories: the instinct (Sigmund Freud, Konrad Lorenz), libido (John Dollard, Neal Miller, Leonard Doob, Ovral Mowrer, Robert Sears, Leonard Berkowitz) and social learning (Albert Bandura) are presented.

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Nieto, Carlos Zúñiga. "The Concept of Sentimental Boyhood." Boyhood Studies 11, no. 1 (March 1, 2018): 27–46. http://dx.doi.org/10.3167/bhs.2018.110103.

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This article explores the popularization of the concept of sentimental boyhood during the anticolonial insurrections in the Ten Years’ War (1868– 1878) and the Caste War (1847–1901) in Cuba and the Yucatán Peninsula in the early 1870s. The concept was popularized as childhood advocates articulated a uniquely Mexican emotional standard in the process of child-rearing, promoting the individual cultivation of honor, the management of anger, and the use of fear as discipline. Beginning in the 1870s, Mexican educators popularized theories of boyhood drawing on European notions of boyhood, including work by Jean-Jacques Rousseau and Johann Heinrich Pestalozzi. While educators promoted Rousseau’s and Pestalozzi’s “sentimental notions of boyhood” in rural Yucatán, pedagogues in Mexico City advocated the use of fear to instill obedience among boys.

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van Oostveldt, Bram, and Stijn Bussels. "The Sublime and French Seventeenth-Century Theories of the Spectacle: Toward an Aesthetic Approach to Performance." Theatre Survey 58, no. 2 (April 19, 2017): 209–32. http://dx.doi.org/10.1017/s0040557417000072.

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Theatre scholars and historians assume too easily that theoretical reflection on the performative qualities of the theatre began only in the eighteenth century. In mid-eighteenth century France, writers and philosophers such as Denis Diderot, Jean le Rond D'Alembert, Jean-Jacques Rousseau, Antoine-François Riccoboni, or Jean-Georges Noverre (to name but a few) showed a passionate interest in the aesthetics and the morality of performance practices in dramatic theatre, music theatre, or dance. Compared to this rich diversity of ideas in the eighteenth century, seventeenth-century French writings on theatre and the performing arts seem, at first sight, far less interesting or daring. However, this is merely a modern perception. Our idea of le théâtre classique is still rather reductionist, and often limited to the theatrical canon of Pierre Corneille, Jean Racine, and Molière. It affords a view of the performing arts that is dominated by tragedy and comedy and that, firmly embedded within a neo-Aristotelian poetics, privileges dramatic concerns above performative interests.

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11

Perlikowski, Łukasz. "How Does One Understand the Stability of Political Regimes from a Theoretical Point of View?" Politeja 16, no. 6(63) (December 31, 2019): 111–23. http://dx.doi.org/10.12797/politeja.16.2019.63.07.

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The investigations of this paper revolve around the concept of stability. We would like to make several analytical distinctions which would allow us to differentiate between various concepts of stability. The background of our work is the theory of political change supported by examples of this kind presented by Plato, Polybius, James Harrington, Jean-Jacques Rousseau, and Aristotle.The paper includes some remarks on Hobbes’s and Hume’s theories of stability which, strictly speaking, can be smoothly subsumed under a modern political concept thereof. Also worthy of note is the specification of the main subject-matter of political theories in terms of the problem of stability. Finally, we propose a sketch of the map of the problem of stability

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12

Jiang, Qingfan. "In Search of the ‘Oriental Origin’: Rameau, Rousseau and Chinese Music in Eighteenth-Century France." Eighteenth Century Music 19, no. 2 (August 4, 2022): 125–49. http://dx.doi.org/10.1017/s1478570622000173.

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AbstractThis article offers a fresh perspective on the study of the eighteenth-century musical dialogue between China and France, not as an episode of exotic encounter but as an intellectual movement that profoundly shaped how scholars conceived of music and the study of its theories within an increasingly integrated world. Taking Jean-Philippe Rameau's and Jean-Jacques Rousseau's explorations into the origins of music as an example, I foreground the importance of Chinese music in the formation of their influential concepts of the corps sonore and of the unity of music and language respectively. While these two thinkers made two opposing claims about the origins of music, both used Chinese music as key evidence to support their arguments. Moreover, certain Jesuit missionaries, particularly Jean-Joseph-Marie Amiot, played a crucial role in the global transmission of musical knowledge that enabled French thinkers like Rameau and Rousseau to incorporate music beyond Western Europe. Ultimately, this article reverses the Eurocentric narrative that tends to trace the influence of ‘Western music’ on other parts of the world by showing how Chinese music exerted a major impact on musical debates in France. Situating the study of eighteenth-century music in a global context, I demonstrate what we commonly recognize as ‘Western music theory’ was shaped by knowledge from the East.

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13

Gainutdinova, L. A. "Innovative Ideas of Jean-Jacques Rousseau and Radicalization of Modern Political Transformations." Public administration aspects 6, no. 10 (November 29, 2018): 74–80. http://dx.doi.org/10.15421/151867.

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The ideological romanticism of freedom and equality, having its origins in the political philosophy of Zh. J. Russo, does not lose its relevance today. The revolutionary ideas of J.J.Russault, which laid the foundations for a radical democratic paradigm, inspire new reformist and revolutionary movements around the world. The practical implementation of these ideas often leads to a radicalization of the order of political transformation, substantially reducing the line between democracy and dictatorship.This has been repeatedly observed in political history, beginning with the French Revolution and ending with a modern wave of revolutions in different countries, where radical democrats, destroying and capturing power, proclaim freedom in the name of new equality. By neglecting the real limits of historical action, redefining the role and significance of revolutionary violence, the radicals launch a process that can lead to serious danger for society and the state. Indeed, in reality, equality means only a break with the former public asymmetry, which is replaced by new values – privileged access to a new system of hierarchies. In this case, the national fabric is torn apart, all the public cells collapse, the will to establish freedom, leads to terror, destroying this same freedom, and the revolution turns into a counter to what served as its beginning. As soon as it seems to the people that he (the one who «made» this revolution) receives all the full power, this power, well-founded in numerous theories and concepts, in reality slips out of his hands and becomes elusive. The ideas that prevailed in the pre-revolutionary period and played a positive role in the process of preparing revolutionary events are highlighted as completely incapacitated.

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14

Agamben, Giorgio, and Nicolai Von Eggers. "Indledende note om demokrati-begrebet." Slagmark - Tidsskrift for idéhistorie, no. 72 (August 15, 2015): 89–92. http://dx.doi.org/10.7146/sl.v2015i72.107203.

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In this text, Giorgio Agamben argues that the concept of democracy attests to a political, ontological amphibology: on the one side, democracy describes a constitution of a political order (and in this sense it belongs to public law); on the other side, democracy is a certain form of administration (in which case it belongs to administrative practice). It is argued that this amphibology can be located in the political theories of Aristotle and Jean-Jacques Rousseau who have been instrumental in forming our present conception of politics. Consequently, we misunderstand the fundamental nature of politics, and any hopes of genuine political life must therefore break with this tradition of Western political philosophy.

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15

Hamon, Max. "Contesting Civilization: Louis Riel’s Defence of Culture at the Collège de Montréal." Canadian Historical Review 102, s1 (June 2021): s285—s308. http://dx.doi.org/10.3138/chr-102-s1-021.

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A newly discovered manuscript of a debate between two college students sheds new light on Louis Riel’s experience in Montreal. By the time the young Métis left Montreal, he was an accomplished public speaker with a sophisticated understanding of Canadian society and culture. This article argues that Riel’s education was not isolating and frustrating but, rather, encouraged him to engage with public issues and moral reform. It demonstrates that Riel, in responding to the debate sparked by Jean-Jacques Rousseau, could engage meaningfully with Western theories of civilization. This debate is examined in the light of mid-nineteenth-century elite Catholic education, missionary and colonial thought, the nature of the civilizing mission, and Riel’s theories of political sovereignty. Tracing Riel’s unique intellectual genealogy provides insight into the diverse and dynamic ways Indigenous people experienced colonialism. Finally, it offers a critique of the “colonial archive,” particularly when it comes to Indigenous identities. Ultimately, Riel was a successful student who could act as an exemplar of “Western civilization” while confidently maintaining his own identity as an Indigenous person.

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Ludwig, Gundula. "Körper und politische (An‑)Ordnungen. Zur Bedeutung von Körpern in der modernen westlichen Politischen Theorie." Politische Vierteljahresschrift 62, no. 4 (October 29, 2021): 643–69. http://dx.doi.org/10.1007/s11615-021-00357-4.

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ZusammenfassungDie moderne westliche Politische Theorie befasst sich kaum mit Köpern; diese werden zumeist privatisiert und als natürlich bzw. vorpolitisch gesetzt. Der Text zeigt, dass Körper in der modernen Politischen Theorie allerdings nicht schlicht abwesend sind, sondern eine gewichtige politische Rolle einnehmen, denn Körper legitimieren politische Anordnungen in subtiler Weise. Durch eine Auseinandersetzung mit zentralen Denkfiguren bei Thomas Hobbes, John Locke, Jean-Jacques Rousseau, Immanuel Kant, Hannah Arendt, John Rawls und Jürgen Habermas werden drei Weisen sichtbar gemacht, wie Körper die moderne westliche Politische Theorie prägen: erstens werden Körper zur Legitimation der politischen Ordnung herangezogen, zweitens dienen sie der Bestimmung des politischen Subjektstatus und drittens wird über Körper Politik definiert. Der Text verdeutlicht, wie eine körpertheoretische Perspektive, die Körper nicht als präpolitisch, sondern als politisches Konstrukt begreift, den machtanalytischen Radius der Politischen Theorie zu erweitern in der Lage ist.

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Chamankhah, Leila. "From Political Islam to Civil Religion: The Possibilities of a Pluralistic Constitution and its Impact on Human Rights in Post-Revolutionary Iran." Teosofi: Jurnal Tasawuf dan Pemikiran Islam 12, no. 1 (June 27, 2022): 125–44. http://dx.doi.org/10.15642/teosofi.2022.12.1.125-144.

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The two categories of political religion and civil (also civic) religion, and the ways a nation can nurture the latter, have been the concern of a number of philosophers since long time ago. Relevant to this is the ideals of democracy, the separation of religion and politics and the necessity of having a secular legal covenant, which represents the political philosophy of a modern republic. Theorists of civil religion, particularly Jean-Jacques Rousseau, were concerned with the role of established religions, in modern political systems and that is why they put forward different, and at times even contrasting, theories about the compatibility of Christianity as well as the objectives of modern politics, at the center of which is the ideal of citizenship. The present paper will focus on the post-revolutionary constitution as well as the legal status of republicanism to investigate the possibilities, if any, of finding a solution to the long-lasting problematic of Islam and democracy in Iran. My hypothesis is that the current constitution is incapable of allowing for democracy, and due to its monistic nature, hinders reconciliation between Islam and democracy. Iran needs a better legal covenant, one in which the legacy of republicanism, as well as religious pluralism, is respected and endorsed.

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18

Mohammed Akinola Akomolafe, Mohammed Akinola. "Between Perennialism and Progessivism: A Reflection on a Pedagogical Choice for Effective Child Development." Filosofiya osvity. Philosophy of Education 26, no. 2 (June 25, 2021): 78–89. http://dx.doi.org/10.31874/2309-1606-2020-26-2-5.

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With the task of the philosopher of education beset with several challenges and theoretical underpinnings regarding what kind of pedagogy and curriculum suits the moral and personal development of the child, various approaches have been postulated. In the present study, we prune these theories to perennialism and progressivism. There have been divergent views as to whether or not either or both of these serve the interest of the child better. What then is Perennialism? What is Progressivism? What makes each of these theories a preferred pedagogic theory for the child? Are there any places of connection and/or discord between these theories? Are they both necessarily at logger heads? In this essay, we argue that progressivism and perennialism portray shades of truth about child teaching and development that is unique and distinct to each. As human societies and social consciousness are not univocal, it is the submission of this essay that it is the task of the educator to align any of the two education theories with the yearning of the community which is where the input of education of the child is made manifest. Main persons for philosophical investigation of perennialism for us are Robert Maynard Hutchins, Mortimer J. Adler, and Sir Richard Livingstone whereas important persons for progressivism are John Locke, Jean-Jacques Rousseau and especially John Dewey. Perennialism holds the view that teachers should teach issues that are of general importance to man and focus on them. Progressivists believe that education cannot be always the same and it is always in the process of development: it must be life itself, and learning has be linked to the interests of the child, which must be carried out by solving specific social and educational problems.

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19

Luck, Jean. "Scientific Networks in the Études de la nature." Nottingham French Studies 54, no. 2 (July 2015): 164–80. http://dx.doi.org/10.3366/nfs.2015.0117.

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The Études de la nature appear, at first sight, to be a random, disordered text, with fourteen Études of disproportionate lengths, many digressions, and a plethora of stylistic devices, yet they proved to be a resounding success and transformed the fortunes of Jacques-Henri Bernardin de Saint-Pierre. In the Études Bernardin de Saint-Pierre drew on a network of authors when composing his major work; some of these are acknowledged, and others are not. This article will consider Bernardin's scientific sources, and in particular his use of a number of key figures – Newton, Buffon, Pluche and Rousseau, analysing the different approach he takes to each, the use he makes of their works, and the way his comments on, and appropriation of, their theories and texts, is part of his own positioning as an authoritative voice in late eighteenth-century natural history.

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20

Fortunati, Vittorio. "Jean-Jacques Rousseau, Rousseau juge de Jean-Jacques. Dialogues." Studi Francesi, no. 167 (LVI | II) (July 1, 2012): 324. http://dx.doi.org/10.4000/studifrancesi.4076.

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Gross, Jean-Pierre. "Jean-Jacques Rousseau." Annales historiques de la Révolution française, no. 337 (September 1, 2004): 196–99. http://dx.doi.org/10.4000/ahrf.1548.

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Soëtard, Michel. "Jean-Jacques Rousseau." Prospects 24, no. 3-4 (September 1994): 423–37. http://dx.doi.org/10.1007/bf02195280.

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O'Neal, J. C. "Jean-Jacques Rousseau." French Studies 68, no. 2 (February 7, 2014): 224–32. http://dx.doi.org/10.1093/fs/knt306.

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Lemos, Ramon M. "Jean-Jacques Rousseau." Teaching Philosophy 8, no. 1 (1985): 68–69. http://dx.doi.org/10.5840/teachphil19858115.

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Darlow, Mark. "Jean-Jacques Rousseau." French Studies LX, no. 1 (January 1, 2006): 119. http://dx.doi.org/10.1093/fs/kni321.

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Mirić, Bojan, and Mirsada Zukorlić. "Teaching and Curriculum in Understanding of Classics of Pedagogy." Društvene i humanističke studije (Online) 7, no. 2(19) (May 20, 2022): 493–508. http://dx.doi.org/10.51558/2490-3647.2022.7.2.493.

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This paper presents the results of theoretical and historical research and study of ideas and thoughts of the classics of pedagogy from the XVII to the XIX century (J.A. Comenius, Jean J. Rousseau, H. Pestalozzi, J. Locke, and Johan F. Herbart). The subject of our study is a review of scientific ideas of pedagogical classics on teaching and curriculum. We see the significance of this paper in presenting the understanding of pedagogical classics on teaching and curriculum, many of which are still relevant and important today. Throughout history, teaching has grown from individual to frontal through a series of transitional forms, and its most modern form assimilates the positive achievements of previous development. When it comes to the curriculum, from the point of view of interpreting pedagogical historiography, there are curricula and programs (contents) that were studied in schools in that period. That is why we are guided by the idea that we look at modern pedagogical topics such as teaching and curriculum, from a historical aspect in the light of theories and ideas of the classics of pedagogy.

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Camarero, Jesús. "Jean-Jacques Rousseau gramatólogo." Çédille 5 (April 1, 2009): 81. http://dx.doi.org/10.21071/ced.v5i.5402.

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Une analyse de l’apport de JeanJacques Rousseau à la théorie de l’écriture et à la grammatologie. Cette analyse contient une comparaison systématique des idées rousseauniennes sur le langage et l’écriture rapportées d’autres théories du XVIIe siècle (Arnauld et Lancelot), du XVIIIe siècle (Condillac, Paillasson, Jaucourt) et du XXe siècle (Saussure). La contraposition des idées de Rousseau et de Saussure en ce qui concerne l’écriture nous permet, en plus, d’expliciter la grande valeur des idées grammatologiques de Rousseau et son rapport à la grammatologie actuelle (Gelb, Derrida, Harris), en dépassant avant la lettre le phonocentrisme de la linguistique moderne.

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Thomas, Paul. "Jean-Jacques Rousseau, Sexist?" Feminist Studies 17, no. 2 (1991): 195. http://dx.doi.org/10.2307/3178331.

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Maksimović, Jelena, and Sanja Sretić. "Principle of evidence of John Amos Comenius as a basis for development of pedagogical research techniques and instruments." Siedleckie Zeszyty Komeniologiczne, seria PEDAGOGIKA VI (December 22, 2019): 243–56. http://dx.doi.org/10.5604/01.3001.0013.6255.

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The methodology of pedagogy belongs to the youngest group of pedagogical disci-plines. The first thoughts about the basic postulates of the methodology of pedagogy were rec-ognized long ago, even in the pedagogical paradigm of John Amos Comenius (1592-1670), who created support for the methodology of pedagogy as an integral component of pedagogical science. After the presentation of the basic concepts of the pedagogical theory of this Moravian thinker, the principle of evidence in his pedagogical theory is considered in this paper. A review was made of the influence Comenius left on his followers Jean-Jacques Rousseau (1712-1778) and Johann Heinrich Pestalozzi (1746-1827), especially from the point of view of further devel-opment of the principles of evidence in their education theories. In this paper, we have con-firmed our hypothesis about the compatibility of the principle of evidence with research tech-niques and instruments. Proactively action by Comenius represents a turning point not only in the field of pedagogy development as a science and its disciplines, but also in the field of human development in general. Regarding that, there is a need for a new pedagogical discipline, Comeniology, which will give a new perspective to this pedagogical doctrine and will foster a critical review in relation to his pedagogical theory. According with our research subject, we have presented some of our dilemmas and questions to which the Comeniology as a new scien-tific discipline could give an answer, and therefore a kind of scientific contribution. Based on the previous methodological achievements, Comeniology remains committed to discovering the origins of other research techniques and methods in the pedagogical postulates of Comenius, to determine the applicability of the Comenius pedagogical principles with regard to the changes and challenges facing the contemporary teaching process, to open the issue of pedagogical psy-chological competencies of teachers for the application of the golden rule of Comenius and its other principles, to continue engagement of Comenius in the qualitative educational function of a modern school, but also to consider the influence of other factors (family environment) that may influence the choice of teaching principles and methods.

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Michael, Colette. "Jean-Jacques Rousseau, The Collected Writings of Jean-Jacques Rousseau: Vol. I." Journal of French and Francophone Philosophy 2, no. 1-2 (February 11, 1990): 67–69. http://dx.doi.org/10.5195/jffp.1990.12.

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Sosso, Paola. "Jean-Jacques Rousseau, Lettres philosophiques." Studi Francesi, no. 145 (XLIX | I) (July 1, 2005): 168–69. http://dx.doi.org/10.4000/studifrancesi.36193.

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Sosso, Paola. "Raymond Trousson, Jean-Jacques Rousseau." Studi Francesi, no. 145 (XLIX | I) (July 1, 2005): 169. http://dx.doi.org/10.4000/studifrancesi.36198.

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Tugnoli, Claudio. "Theodicy of Jean-Jacques Rousseau." European Scientific Journal, ESJ 12, no. 29 (October 31, 2016): 10. http://dx.doi.org/10.19044/esj.2016.v12n29p10.

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Throughout all of Rousseau’s works there is tension between argumentation and feeling, speculation and intuition, reason and conscience. Reason binds men when they think correctly, but divides them and opposes one to the other when they place it at the service of self-interest, of ambition and of the will to prevail. Conversely, the universality of conscience is immediate and transparent: it transmits the truth of the existence of God, of the freedom of men, of the distinction between good and evil, as well as of the universal principles that are at the roots of human action and of the virtues honoured by all human societies, despite the differences of particular legislations. Mankind possesses an innate and intuitive conscience of the fundamental principles by which its conduct must be inspired. Were we to consider human actions only according to the criterion of physical need, of causality and of movement, vices and virtues would disappear and terms like morality and honesty would have no meaning. But each one of us perceives from within that this is not the case. We feel that moral good and evil are more real than anything else, without any need whatsoever to prove it. To obey the conscience one has of good and of evil without human mediation means to reject the dogmatic formalism of religions as well as the vanity of philosophical disputes. Every human being, however, is inserted into a national community. What should the state’s attitude be vis-à-vis religion? Rousseau indicates two paths. The first consists in establishing a purely civil religion that admits only those dogmas that are truly useful to society. Rousseau highlights the contradiction of a Christian religion that, although it is the religion of peace par excellence, fuels continuing bloody clashes among men due to a dogmatic theology that is totally alien to the essence of the Gospel and extremely hazardous for the life of the State. The second path consists in allowing Christianity to retain its authentic spirit, its freedom from any material constraint, without any obligations other than those of individual conscience. The Christian religion has such a pure and noble moral that it cannot but benefit the State, as long as one does not expect to make it part of the constitution.

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Lahmer, Marc. "Prolégomènes à Jean-Jacques Rousseau." Revue Française d'Histoire des Idées Politiques 15, no. 1 (2002): 17. http://dx.doi.org/10.3917/rfhip.015.0017.

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O’Neal, John C. "État présent Jean-Jacques Rousseau." Dix-huitième siècle 46, no. 1 (2014): 351. http://dx.doi.org/10.3917/dhs.046.0351.

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Villain, Jean-Pierre. "Hommage à Jean-Jacques Rousseau." La chaîne d'union N° 64, no. 2 (January 2, 2013): 83–87. http://dx.doi.org/10.3917/cdu.064.0083.

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KIM, Yong Min. "Jean-Jacques Rousseau and Republicanism." Journal of Korean Politics 25, no. 1 (February 28, 2016): 167–92. http://dx.doi.org/10.35656/jkp.25.1.7.

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Dabusti, Cristina. "Jean-Jacques Rousseau, Institutions chimiques." Studi Francesi, no. 167 (LVI | II) (July 1, 2012): 323–24. http://dx.doi.org/10.4000/studifrancesi.4074.

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Roger, Jacques. "Lamarck et Jean-Jacques Rousseau." Gesnerus 42, no. 3-4 (November 19, 1985): 369–81. http://dx.doi.org/10.1163/22977953-0420304015.

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Rakaj, Bashkim. "PEDAGOGICAL VIEWPOINTS OF JEAN-JACQUES ROUSSEAU." Knowledge International Journal 34, no. 2 (October 4, 2019): 579–84. http://dx.doi.org/10.35120/kij3402579r.

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Jean- Jacques Rousseau is one of the most prominent French Pedagogues, who had a tremendous influence that he considered that his influence was extremely great in the French Bourgeois Revolution. He is considered one of the most significant Personages in the history of education, including industrial and practical Art education (Pannabecker, R. John, 1995). He was especially familiar with the natural idea, where the education of children was based on nature; he made a request to go back to nature. Rousseau had dealt with various topics of education, including physical, intellectual, moral and job education. Rousseau, was of the opinion that children should be educated and fed by the Mother rather than the Nurse, and by the age of 2 the main focus should be on their physical education. He considered that by the age of twelve, there is no need for proper intellectual education, according to him this should begin after this age. Rousseau had a different view of men for the education of women, and according to him, girls should be educated to create families, caring for husband and children, and doing housework. Rousseau was against physical punishments, but he was for the natural punishment towards children. Rousseau, very importantly considered the moral education of children, but according to him, this education should begin when the child is mature and is able to understand the moral concepts According to Rousseau, the reason solely teaches us to know good and evil, our conscience, which makes us love one another and hate the other one, it is regardless from the reason but cannot grow strongly without its assistance (Rousseau, J, J.1889 ).

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Borges Júnior, Ciro Lourenço, and Thiago Vargas. "Rousseau integral, em duas versões." Discurso 47, no. 2 (December 9, 2017): 183–90. http://dx.doi.org/10.11606/issn.2318-8863.discurso.2017.141439.

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Œuvres complètes de Jean-Jacques Rousseau. Édition thématique du Tricentenaire. Dirigida por Raymond Trousson e Frédéric S. Eigeldinger. Paris: Slatkine/ Honoré Champion. 24 volumes. Jean-Jacques Rousseau. Œuvres complètes. Édition du tricentenaire dirigida por Jacques Berchtold, François Jacob e Yannick Séité. Paris: Garnier Classiques. 20 volumes.

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Gomes Filho, Antoniel Dos Santos, Lielton Maia Silva, and Sandra Mary Duarte. "Jean-Jacques Rousseau: Sociedade e Educação." Id on Line REVISTA DE PSICOLOGIA 11, no. 35 (May 28, 2017): 254–66. http://dx.doi.org/10.14295/idonline.v11i35.674.

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A partir de uma revisão das obras: O Contrato Social (2014) e O Emílio, ou; Da Educação, do filósofo francês Jean-Jacques Rousseau; bem como de textos de pesquisadores comentadores do referido teórico, objetivamos nesse estudo apresentar e discutir o pensamento de Jean-Jacques Rousseau em relação a (01) Sociedade e (02) Educação, buscando compreender as continuidades e rupturas das ideias apresentadas na contemporaneidade. A obra de Rousseau no curso sócio-histórico teve, e ainda tem grande influência sobre as formas de observar e refletir a sociedade e a educação em âmbito inter-nacionais. De sua obra são suscitadas reflexões sobre a criança, o cidadão, a organização e relação social, entre outros temas que dialogam com a contemporaneidade, mesmo, sendo seus escritos datados do século XVIII. A atemporalidade das ideias de Jean-Jacques Rousseau são fundamentais para pesquisadores/as da educação e de outros campos do saber, sendo assim pertinente a discussão proposta neste estudo, proporcionando um diálogo inter e transdisciplinar sobre os temas apresentados.

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Casado, Marcos Saiande. "O novo labirinto (JEAN-JACQUES ROUSSEAU)." Revista Dialectus - Revista de Filosofia, no. 17 (August 27, 2020): 293–300. http://dx.doi.org/10.30611/2020n17id60622.

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ROUSSEAU, Jean-Jacques. Le Nouveau Dédale ; ouvrage inédit de J.-J. Rousseau et copié sur son manuscrit original daté de l'année 1742. Disponível em : https://gallica.bnf.fr/ark:/12148/bpt6k1045636h. Tradução e notas: Marcos Saiande Casado, Marcos Antonio de Carvalho Lopes e Antonio Basílio Novaes Thomaz de Menezes.

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Sosso, Paola. "Jean-Jacques Rousseau, Il contratto sociale." Studi Francesi, no. 144 (XLVIII | III) (December 15, 2004): 616. http://dx.doi.org/10.4000/studifrancesi.37778.

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Moscateli, Renato. "A monarquia segundo Jean-Jacques Rousseau." Mediações - Revista de Ciências Sociais 9, no. 2 (December 15, 2004): 53. http://dx.doi.org/10.5433/2176-6665.2004v9n2p53.

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Howells, Robin, and Paola Sosso. "Jean-Jacques Rousseau: Imagination, illusions, chimeres." Modern Language Review 96, no. 3 (July 2001): 826. http://dx.doi.org/10.2307/3736785.

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Reynaud, Cécile. "Jean-Jacques Rousseau, compositeur et copiste." Revue de la BNF 42, no. 3 (2012): 80. http://dx.doi.org/10.3917/rbnf.042.0080.

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E Viana Leite, Rafael de Araújo. "Fragmentos políticos de Jean-Jacques Rousseau." Sofia 6, no. 2 (December 20, 2017): 166–78. http://dx.doi.org/10.47456/sofia.v6i2.17059.

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Coste, Jean-Claude. "Les « suppléments » de Jean-Jacques Rousseau." L'en-je lacanien 4, no. 1 (2005): 33. http://dx.doi.org/10.3917/enje.004.0033.

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Gessele, Cynthia M., Samuel Baud-Bovy, and Jean-Jacques Eigeldinger. "Jean-Jacques Rousseau et la musique." Notes 49, no. 2 (December 1992): 546. http://dx.doi.org/10.2307/897905.

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