루소의 유·아동기 교육철학론: 이성 발달의 관점으로부터

Abstract

Based on the principles of education consistent with Emile, this article aims to shed light on Rousseau’s infancy and childhood education theory from the point of view of the development of reason, and attempt to present Rousseau’s infancy and childhood education philosophy from the point of view of reason. One important axis of Rousseau’s theory of education is that it is developed in relation to the development of reason. Of course, Rousseau must have been a thinker who criticized the misleading and dysfunction of reason, he was also well aware of the importance of the role of reason than anyone else, and he was a thinker who tried to develop each individual into a human being with good judgment and exercising his or her own reason in his educational theory. With this in mind, Rousseau’s infancy and childhood education philosophy should be discussed. Although Rousseau’s infancy and childhood education places the development of the body and sensory organs in the center, such a content approach should be guided by Rousseau’s infancy and childhood education philosophy, which implies the development of ‘reason’ in a broad sense including sensory reason. Needless to say, what is needed first in Rousseau’s infancy and childhood education is to secure Rousseau’s infancy and childhood education philosophy.