The Educational Implications of the Idea of Rousseau’s Negative Education During the Understanding and Practice of Teacher Education
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The purpose of this study was to clarify Rousseau's idea of negative education and to discuss its insights into the understanding and practice of teacher education. Rousseau identified a fundamental problem in education which he called negative education which he published in Emile or on Education. This idea of negative education continues to play a significant role in solving problems which emerge from our educational principles, contents, and methods. More specifically, the idea of negative education is the opposite of excessive education which frequently appears in practical education. Teachers who engage in excessive education are those who use content which is above their students’level of understanding. This type of education is excessive because it does interests the students and goes against the will of the students. On the other hand, negative education places the child at the center of the educational process by taking the child’s interests and state of the psychosomatic development into consideration while also to paying attention to their intrinsic motivation. However, there are still question surrounding Rousseau's negative education as it is restricted to the analysis of childhood whether it is appropriate or not. Researchers have noted that the word 'negative' also has some characteristics that could include‘retard’or‘contemplation’. These two sorts of characteristics, which appear in adolescent education (after fifteen years of age), can also be understood as some special forms of negative education that cannot be explained in specific language. This article emphasizes that the negative way of education plays an important role during the understanding and practice of teacher education by illustrating the concept and characteristics of negative education. This sort of way of negative education has a positive guiding and promoting effect on teachers who are cultivating children's abilities in physical fitness, sensory training, intellectual development and moral cultivation.
Abstract
The purpose of this study was to clarify Rousseau's idea of negative education and to discuss its insights into the understanding and practice of teacher education. Rousseau identified a fundamental problem in education which he called negative education which he published in Emile or on Education. This idea of negative education continues to play a significant role in solving problems which emerge from our educational principles, contents, and methods. More specifically, the idea of negative education is the opposite of excessive education which frequently appears in practical education. Teachers who engage in excessive education are those who use content which is above their students’level of understanding. This type of education is excessive because it does interests the students and goes against the will of the students. On the other hand, negative education places the child at the center of the educational process by taking the child’s interests and state of the psychosomatic development into consideration while also to paying attention to their intrinsic motivation. However, there are still question surrounding Rousseau's negative education as it is restricted to the analysis of childhood whether it is appropriate or not. Researchers have noted that the word 'negative' also has some characteristics that could include‘retard’or‘contemplation’. These two sorts of characteristics, which appear in adolescent education (after fifteen years of age), can also be understood as some special forms of negative education that cannot be explained in specific language. This article emphasizes that the negative way of education plays an important role during the understanding and practice of teacher education by illustrating the concept and characteristics of negative education. This sort of way of negative education has a positive guiding and promoting effect on teachers who are cultivating children's abilities in physical fitness, sensory training, intellectual development and moral cultivation.
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