루소의 자연주의 교육론 고찰

Abstract

Objectives In this study, it was examined that Rousseau's natural education, which had a great influence on modern child education, was not an education cut off from society, but premised on educational principles for society, reason, and morality, which are the main pillars of civic education.
 Methods To this end, this thesis derives three concepts of nature by analyzing the primary source material, Rousseau's work, and secondary literature dealing with the interpretation of Rousseau's education. And based on the concept of nature, Rousseau's principles of nature education were analyzed.
 Results Through this, Rousseau was able to find not only the primitive primary nature as opposed to the artificial, but also the concept of a second nature as a normative principle that re-establishes society. Based on this, it is analyzed that Rousseau's nature education is acting as an educational principle for the formation of a new society with the connection with society in mind. Rousseau emphasized the role of the family as a mediator between the individual and society, and suggested a passive education that creates a respite space free from social customs and prejudices. Furthermore, Rousseau's nature education can be said to be an education that forms a second nature as an educational norm for a new future. In this regard, in order to form a natural person in society, we examined the need for education based on necessity, not excessive desire, and education based on things that can judge the value of things themselves.
 Conclusions Through the above contents, it was possible to examine that the nature education that Rousseau was trying to suggest does not consist in the formation of human beings cut off from society, but rather lies in the formation of human beings as moral beings that can contribute to the formation of a new society.