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  1. Reconciliation of natural and social: Rethinking Rousseau’s educational theory.Svetlana Bardina - 2017 - Educational Philosophy and Theory 49 (14):1381-1391.
    This article intends to re-examine Rousseau’s educational theory in the context of the nature/culture opposition. In contemporary discussions on the nature/culture dualism, it has been often stated that his educational theory is based on the assumption that a child is a natural being. However, the author demonstrates that Rousseau was instead committed to a duality of human nature; this influences his educational theory. In his model, human nature consists of a natural and a social side; these two parts are in (...)
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  • On Nations And Children: Rousseau, Poland And European Identity.Tomasz Szkudlarek - 2005 - Studies in Philosophy and Education 24 (1):19-38.
    The paper is an interpretation of J.-J.Rousseau’s book on the government of Poland. The central part of the paper is devoted to complex relations between the notions of nature, nation, childhood, and civic education. Methodologically, the analysis involves interpretation of historical contexts and positions significant in the writing of the book, and deconstruction of its key categories. In the latter respect, the idea of “strangeness” of Poland is the point of departure, and the role it plays in the construction of (...)
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  • Rousseau on Sex-Roles, Education and Happiness.Mark E. Jonas - 2015 - Studies in Philosophy and Education 35 (2):145-161.
    Over the last decade, philosophers of education have begun taking a renewed interest in Rousseau’s educational thought. This is a welcome development as his ideas are rich with educational insights. His philosophy is not without its flaws, however. One significant flaw is his educational project for females, which is sexist in the highest degree. Rousseau argues that females should be taught to “please men…and make [men’s] lives agreeable and sweet.” The question becomes how could Rousseau make such strident claims, especially (...)
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