historical_Rosseau

= Historical =

While Rousseau's ideas were paradoxical and opposed by crowds of people, they were extremely influential to education and revolution.

First, Rousseau’s notions on education reformed schools and still influences them modernly. Rousseau thought that, "Education was not seen to be the imparting of all things to be known to the uncouth child; rather it was seen as the ‘drawing out’ of what is already there, the fostering of what is native" (O’Neal). Rousseau believed that the individual and self was most important; man should be governed by himself and his emotions (O’Neal ). Similarly, his ideal on education followed these philosophies. Rousseau wanted education to develop children’s behaviors, ideas, and beliefs. This would later influence Johann Heinrich Pestalozzi, the father of elementary education (“Heinrich”). Pestalozzi established schools using Rousseau’s philosophies, and they were immensely successful. In these schools, Pestalozzi catered education to the students, but made sure that everyone, rich or poor, was learning and engaged in school. This method continues in education today. Waldorf schools have recently popularized, and these are the schools that intellectuals send their kids to. As doctor Regalena Melrose shares in her article Why Waldorf Works: From A Neuroscientific Method, “The healthy development of the more sophisticated neocortex DEPENDS upon the healthy development of the feeling, limbic brain which DEPENDS upon the healthy development of the sensory brain. The problem with today’s mainstream educational models is that they want the brain to walk before it can crawl” (Melrose). “Mainstream” schools attempt to educate children at levels that are impossible. They use methods to teach their curriculum that are unlikely to achieve success. Waldorf schools oppose this; they use experiences and emotions when making their curriculum. They allow their kids to play and use their senses, while they learn at the same time. All of the other brain functions “depend” upon the “sensory brain,” and this is the exact part of the brain that was most important to Rousseau. As aforementioned, Rousseau believed that man should be governed by his own will and his own emotions. Schools’ purpose was to “draw out” these emotions and develop the innate character. Rousseau’s theories were the foundation of Pestalozzi’s method of teaching; and, hereafter, Pestalozzi’s methods were used within the Waldorf schools. Rousseau impacted education because he caused education to focus on the students and then the curriculum, which works because it develops the sensory part of the brain which all of the other brain parts are dependent upon.

Similarly, Rousseau paradoxically affected governmental revolution. In her essay The French Revolution: Ideas and Ideologies, Maurice Cranston conveys, “ For while he said a people could only be free if it ruled itself, Rousseau also said that a man could be forced to be free…he authorized the head of the republic to overrule the dictates of private consciences together with the use of state powers to suppress immorality as well as crime” (Cranston). These beliefs obviously contrast one another. It is unclear whether man is best if he governs himself or if he is best being governed by the government. Moreover, it is even more dubious to imagine that man was “free” under either of these situations. In one, he is not free to socialize, and in the other, the government “suppresses” man’s immorality. Due to the opposition of Rousseau's ideas on government, Rousseau affected the French Revolution in a contradictory way. Cranston imparts, “[Robespierre] used Rousseau's language, and exploited – while distorting – several of Rousseau's ideas in the course of his reign of terror” (Cranston). Robespierre came into power during part of the French Revolution, and he was one of France’s worst political leaders. His leadership led to a “reign of terror;” in which; he guillotined anyone who opposed the reforms he had made. Rousseau’s ideas were used to enact this “reign of terror.” Though Rousseau had philosophized to better mankind and give them freedom, his ideas lead them to death and forced obedience. Nevertheless, Rousseau was still treated as a national hero for his great influence to the whole French Revolution, and this is especially noticeable due to the relocation of his remains to Paris’s Panthéon (O’Neal). Though his ideologies conflicted and the affects of those ideas varied, his impact on history is clear due to its radical and all-encompassing uses and the peoples’ wish to preserve and honor him in a national monument.

Works Cited Cranston, Maurice. “French Revolution: Ideas and Ideologies.” //History Today// 39.5 May 1989: 10-14. //EBSCOhost.// Web. 18 October 2012.

"Heinrich Pestalozzi." //World History: The Modern Era//. ABC-CLIO, 2012. Web. 19 Oct. 2012.

Melrose, Regalena "Reggie." "Why Waldorf Works: From a Neuroscientific Perspective." //The Magic Onions//. Donni, 7 Oct 2010. Web. 19 Oct 2012.

O'Neal, John C. "John Jacques Rousseau." //Critical Survey of Long Fiction, Fourth Edition//. Rollyson, Carl. California; Salem Press, 2010. N. pag. //EBSCOhost.// Web. 19 Oct 2012.

-Leia Trice

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