Rousseau as Progressive Instrumentalist

Journal of Philosophy of Education 27 (1):27-39 (1993)
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Abstract

In Emile Rousseau emphasises four pedagogical principles which have become associated with child-centred education. Rousseau’s conception of education, however, is utilitarian. This combination of principles and overall conception anticipates one particular strand of policy thinking today: the ‘new vocationalism’. As a postscript, this paper asks why little work in the history of philosophy of education has been done, and identifies the early arguments of R. S. Peters as responsible for this failure.

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10.1111/j.1467-9752.1993.tb00294.x

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Citations of this work

The evolution of philosophy of education within educational studies.J. R. Muir - 1996 - Educational Philosophy and Theory 28 (2):1–26.
School Discipline, Educational Interest and Pupil Wisdom☆.James MacAllister - 2013 - Educational Philosophy and Theory 45 (1):20-35.
Rousseau on learning: A re‐evaluation.Christopher Winch - 1996 - Educational Theory 46 (4):415-428.

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References found in this work

Essays on Educators.G. H. Bantock & R. S. Peters - 1982 - British Journal of Educational Studies 30 (3):354.
The Philosophy of Primary Education.Bernard Spodek & R. F. Dearden - 1970 - Journal of Aesthetic Education 4 (2):147.

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