Jean-Jacques+Rousseau

**Jean-Jacques Rousseau** (28 June 1712 – 2 July 1778) was a major Genevan philosopher, writer, and composer of 18th-century Romanticism. His political philosophy heavily influenced the French Revolution, as well as the American Revolution and the overall development of modern political, sociological and educational thought.

His novel, Émile: or, On Education is a seminal treatise on the education of the whole person for citizenship. His sentimental novel, Julie, ou la nouvelle Héloïse, was of great importance to the development of pre-romanticism and romanticism in fiction. Rousseau's autobiographical writings: his Confessions, which initiated the modern autobiography, and his Reveries of a Solitary Walker were among the pre-eminent examples of the late 18th-century movement known as the Age of Sensibility, featuring an increasing focus on subjectivity and introspection that has characterized the modern age. His Discourse on the Origin of Inequality and his On the Social Contract are cornerstones in modern political and social thought and make a strong case for democratic government and social empowerment.

Rousseau also made important contributions to music as a theorist. During the period of the French Revolution, Rousseau was the most popular of the philosophes among members of the Jacobin Club. He was interred as a national hero in the Panthéon in Paris, in 1794, 16 years after his death.

Rousseau was born in Geneva, which was at the time a city-state and a Protestant associate of the Swiss Confederacy. Since 1536, Geneva had been a Huguenot republic and the seat of Calvinism. Rousseau was proud that his family, of the moyen order (or middle-class) had voting rights in the city. Throughout his life, he described himself as a citizen of Geneva.

In theory, Geneva was governed democratically by its male voting citizens, a minority of the population. In fact, the city was ruled by a secretive executive committee, called the "Little Council", which was made up of 25 members of its wealthiest families. In 1707, a patriot called Pierre Fatio protested at this situation, and the Little Council had him shot. Jean-Jacques Rousseau's father Isaac was not in the city at this time, but Jean-Jacques's grandfather supported Fatio and was penalized for it. The house where Rousseau was born at number 40, place du Bourg-de-Four

Rousseau's father, Isaac Rousseau, was a watchmaker who, notwithstanding his artisan status, was well educated and a lover of music. "A Genevan watchmaker," Rousseau wrote, "is a man who can be introduced anywhere; a Parisian watchmaker is only fit to talk about watches."

Rousseau's mother, Suzanne Bernard Rousseau, the daughter of a Calvinist preacher, died of puerperal fever nine days after his birth. He and his older brother François were brought up by their father and a paternal aunt, also named Suzanne.

Rousseau had no recollection of learning to read, but he remembered how when he was 5 or 6 his father encouraged his love of reading:“ Every night, after supper, we read some part of a small collection of romances [i.e., adventure stories], which had been my mother's. My father's design was only to improve me in reading, and he thought these entertaining works were calculated to give me a fondness for it; but we soon found ourselves so interested in the adventures they contained, that we alternately read whole nights together and could not bear to give over until at the conclusion of a volume. Sometimes, in the morning, on hearing the swallows at our window, my father, quite ashamed of this weakness, would cry, "Come, come, let us go to bed; I am more a child than thou art." ” — Confessions, Book 1

Not long afterward, Rousseau abandoned his taste for escapist stories in favor of the antiquity of Plutarch's Lives of the Noble Greeks and Romans, which he would read to his father while he made watches.

When Rousseau was 10, his father, an avid hunter, got into a legal quarrel with a wealthy landowner on whose lands he had been caught trespassing. To avoid certain defeat in the courts, he moved away to Nyon in the territory of Bern, taking Rousseau's aunt Suzanne with him. He remarried, and from that point Jean-Jacques saw little of him. Jean-Jacques was left with his maternal uncle, who packed him, along with his own son, Abraham Bernard, away to board for two years with a Calvinist minister in a hamlet outside Geneva. Here the boys picked up the elements of mathematics and drawing. Rousseau, who was always deeply moved by religious services, for a time even dreamed of becoming a Protestant minister.

Les Charmettes: where Rousseau lived with Mme de Warens in 1735-6, now a museum dedicated to Rousseau.

Virtually all our information about Rousseau's youth has come from his posthumously published Confessions, in which the chronology is somewhat confused, though recent scholars have combed the archives for confirming evidence to fill in the blanks. At age 13, Rousseau was apprenticed first to a notary and then to an engraver who beat him. At 15, he ran away from Geneva (on 14 March 1728) after returning to the city and finding the city gates locked due to the curfew. In adjoining Savoy he took shelter with a Roman Catholic priest, who introduced him to Françoise-Louise de Warens, age 29. She was a noblewoman of Protestant background who was separated from her husband. As professional lay proselytizer, she was paid by the King of Piedmont to help bring Protestants to Catholicism. They sent the boy to Turin, the capital of Savoy (which included Piedmont, in what is now Italy), to complete his conversion. This resulted in his having to give up his Genevan citizenship, although he would later revert to Calvinism in order to regain it.

In converting to Catholicism, both De Warens and Rousseau were likely reacting to the severity of Calvinism's insistence on the total depravity of man. Leo Damrosch writes, "an eighteenth-century Genevan liturgy still required believers to declare ‘that we are miserable sinners, born in corruption, inclined to evil, incapable by ourselves of doing good'." De Warens, a deist by inclination, was attracted to Catholicism's doctrine of forgiveness of sins.

‘The noblest work in education is to make a reasoning man, and we expect to train a young child by making him reason! This beginning at the end; this is making an instrument of a result. If children understood how to reason they would not need to be educated.” –Rousseau, Emile. ”

Rousseau’s philosophy of education is not concerned with particular techniques of imparting information and concepts, but rather with developing the pupil’s character and moral sense, so that he may learn to practice self-mastery and remain virtuous even in the unnatural and imperfect society in which he will have to live. The hypothetical boy, Émile, is to be raised in the countryside, which, Rousseau believes, is a more natural and healthy environment than the city, under the guardianship of a tutor who will guide him through various learning experiences arranged by the tutor. Today we would call this the disciplinary method of "natural consequences" since, like modern psychologists, Rousseau felt that children learn right and wrong through experiencing the consequences of their acts rather than through physical punishment. The tutor will make sure that no harm results to Émile through his learning experiences.

Rousseau was one of the first to advocate developmentally appropriate education; and his description of the stages of child development mirrors his conception of the evolution of culture. He divides childhood into stages: the first is to the age of about 12, when children are guided by their emotions and impulses. During the second stage, from 12 to about 16, reason starts to develop; and finally the third stage, from the age of 16 onwards, when the child develops into an adult. Rousseau recommends that the young adult learn a manual skill such as carpentry, which requires creativity and thought, will keep him out of trouble, and will supply a fallback means of making a living in the event of a change of fortune. (The most illustrious aristocratic youth to have been educated this way may have been Louis XVI, whose parents had him learn the skill of locksmithing.) The sixteen-year old is also ready to have a companion of the opposite sex.

Although his ideas foreshadowed modern ones in many ways, in one way they do not: Rousseau was a believer in the moral superiority of the patriarchal family on the antique Roman model. Sophie, the young woman Émile is destined to marry, as a representative of ideal womanhood, is educated to be governed by her husband while Émile, as representative of the ideal man, is educated to be self-governing. This is not an accidental feature of Rousseau's educational and political philosophy; it is essential to his account of the distinction between private, personal relations and the public world of political relations. The private sphere as Rousseau imagines it depends on the subordination of women, in order for both it and the public political sphere (upon which it depends) to function as Rousseau imagines it could and should. Rousseau anticipated the modern idea of the bourgeois nuclear family, with the mother at home taking responsibility for the household and for childcare and early education.

Feminists, beginning in the late 18th century with Mary Wollstonecraft in 1792 have criticized Rousseau for his confinement of women to the domestic sphere—unless women were domesticated and constrained by modesty and shame, he feared "men would be tyrannized by women... For, given the ease with which women arouse men's senses... men would finally be their victims...."His contemporaries saw it differently because Rousseau thought that mothers should breastfeed their children. Marmontel wrote that his wife thought, "One must forgive something," she said, "in one who has taught us to be mothers."

Rousseau's detractors have blamed him for everything they do not like in what they call modern "child-centered" education. John Darling's 1994 book Child-Centered Education and its Critics argues that the history of modern educational theory is a series of footnotes to Rousseau, a development he regards as bad. Good or bad, the theories of educators such as Rousseau's near contemporaries Pestalozzi, Mme de Genlis, and later, Maria Montessori, and John Dewey, which have directly influenced modern educational practices do have significant points in common with those of Rousseau.