Abstract
AbstractJohn Stuart Mill's account of his education in Autobiography (1873) is typically sifted through three interrelated sets of polarities: nurture/nature; reason/emotion; authority/autonomy. First, the father tried to mold the son's development towards a specific ideal, curbing his spontaneous growth. Second, James relentlessly sharpened John Stuart's analytical prowess to the almost total neglect of his emotional needs. Third, the authoritarianism involved in the design and execution of James Mill's curriculum rendered John Stuart Mill incapable of autonomy. This article argues that the dualities of nurture/nature and reason/emotion are not unambiguous, though ever-present in the reception of the younger Mill's education. Widening our perspective in their examination opens the possibility of a different assessment of that famous education being no education for autonomy.
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