Differences in Educational Philosophy for Male and Female Children
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Differences in Educational Philosophy for Male and Female Children
Many individuals have believed that one’s internal processes have more of an affect upon humans and their development than do environmental, external processes. Conversely, many other individuals have believed that the influence of environmental, external processes have more of an affect upon humans and their development than do internal processes. A prominent pioneer in educational research and philosophy, Jean-Jacques Rousseau believed that male and female children should be educated in differing manners, as well as toward differing ends. His belief set the groundwork for the “nature versus nurture” debate and the question of whether males and females learn differently.
Rousseau believed that man is born essentially good. He also believed that males should be educated with the endeavor to cultivate freedom, whereas females should be educated with the intent to foster docility. This was best illustrated in Rousseau’s Emile, in which he utilized the first four chapters to outline the conditions and type of education he was to be exposed to in order to facilitate learning. Rousseau explained that to succeed, Emile needed to be educated without infringing any outside beliefs or ideas upon him (Noddings). Because Emile, a ‘man’, was born ‘good’, he did not require a strict and moral education (Noddings). Rousseau also stated that Emile’s education must encourage the skills he already possessed as well as providing the basis for increasing his skills (Noddings). Emile’s education should take place in a secluded area in order to minimize outside influence while simultaneously providing physical freedom and space (Noddings).
Although Rousseau’s thought regarding the education and upbringing for boys was very flexible and self-directed, his recommendation for the rearing of females was vastly different. Rousseau’s thoughts for females was outlined in only one chapter; the final in Emile....
Many individuals have believed that one’s internal processes have more of an affect upon humans and their development than do environmental, external processes. Conversely, many other individuals have believed that the influence of environmental, external processes have more of an affect upon humans and their development than do internal processes. A prominent pioneer in educational research and philosophy, Jean-Jacques Rousseau believed that male and female children should be educated in differing manners, as well as toward differing ends. His belief set the groundwork for the “nature versus nurture” debate and the question of whether males and females learn differently.
Rousseau believed that man is born essentially good. He also believed that males should be educated with the endeavor to cultivate freedom, whereas females should be educated with the intent to foster docility. This was best illustrated in Rousseau’s Emile, in which he utilized the first four chapters to outline the conditions and type of education he was to be exposed to in order to facilitate learning. Rousseau explained that to succeed, Emile needed to be educated without infringing any outside beliefs or ideas upon him (Noddings). Because Emile, a ‘man’, was born ‘good’, he did not require a strict and moral education (Noddings). Rousseau also stated that Emile’s education must encourage the skills he already possessed as well as providing the basis for increasing his skills (Noddings). Emile’s education should take place in a secluded area in order to minimize outside influence while simultaneously providing physical freedom and space (Noddings).
Although Rousseau’s thought regarding the education and upbringing for boys was very flexible and self-directed, his recommendation for the rearing of females was vastly different. Rousseau’s thoughts for females was outlined in only one chapter; the final in Emile....