GENERAL INTRODUCTION

The idea Education is one kind of a thing that is desirable to everyone, particularly, a nation as its role in the development can hardly be over emphasized. Considering the universal connotation of the concept, could there be any kind of education that is so sacrosanct and admissible, and if there is, what is it?

In trying to decipher what ‘education’ is, the concept apparently and unavoidably need to be clarified. Education hitherto, that is, in the early phase of man’s existence on earth was perceived as a way of life. It is a way of life in the sense of its power and role in cultural preservation, promotion and sometimes the selective modification of society’s cherished values of old. Thus, education is used as an instrument for social change, political socialization, national integration and development.[1]

One of the erroneous views about what education is to limit it to a form of schooling. Education in the real sense of it is much more than mere schooling. On the one hand, schooling is an aspect of education which is formal in nature but does not in any way incorporate other aspect or informal of it.[2] In other words, if schooling is one sided, education is holistic and total in nature. How then should this education be pattern? To what goal or aim should it be geared towards? Should educants be passive or active in the process of education? To what extent can educational expectations be actualized? These are some of the fundamental questions that have disturbed various educational philosophers of different ages.[3] From the time of Confucius to John Dewey, these questions received  great attention.

Like other great minds, Jean-Jacques Rousseau on whose this work is centred, posited a brand of education which in all ramification is individualistic in orientation.[4]Rousseau’s educational philosophy as contained in his book entitled: Emile is a naturalistic in nature. Naturalistic in the sense that he sees nature alone as the source of knowledge. In other words, man should be left to what ‘nature’ wants him to be1. Rousseau’s concept of education attacks the traditional view of transmitting of old traditional subject matter to the educants. He, however, clamors for ‘nature’ as arbiter and sole process in education of man.

Rousseau believes that man is innately good. And to him how could such man retain his natural virtue all for man to be trained in a natural way. The evil nature as commonly experience in him is due to corruption of society or civilization. According to him,

“Everything is good as it comes from the hands of the author of nature; but everything degenerates in the hand of man”.[5]

With the above view in mind, Rousseau claimed that man must return to nature as a remedy to all ills that befalls him as a result of his departure from nature.[6] Rousseau’s educational philosophy tackles fundamental political and philosophical questions about the nature of man. For him man is inherently good. Thus idea is an off-shore of his political writing. He claimed that man in the state of nature is perfectly good, but have his nature dented by the ‘snake’ he calls property.

With this view in mind, Rousseau advocated that a child ought to be separated form a society because it corrupts his nature and he needs to be taking to countryside where a private tutor will keep watch over him. There he would learn from his own experience and the role of tutor in his education should be minimized. However, because of differences between the physical and moral composition of both men and women, Rousseau reiterated that women ought to be given a special education different from that of man.[7]

Of what essence is education? Rousseau claims that education is a ‘man-making’ enterprise and not of making citizen as many precursors of educational philosophers before him upheld. As he observed,

“…it matters little to me, whether any people be designed for the army, the bar or the pulpits’. Nature was designed us to the offices of human life… let him first be a man, he will on occasion as soon become anything else, that man ought to be, as any other person whatsoever…”[8]

Rousseau, however, latter attested to the fact that education should be public in nature. Education must shape pupils’ minds in the national mould, and it must direct all their tastes and their opinions as to being patristic by indignation.[9] He also advocated that state should take control of all, that is, appoint, dismiss and change at will all principals and heads of colleges. Individual freedom in thus find of education is not guaranteed.[10] This later idea of education by Rousseau is expressed in his book entitled Considerations on the Government of Poland. This position absolutely contradicts the views expressed by Rousseau in “Emile’ that education should be free from interference. These two points of view were never fully reconciled in Rousseau’s though.  

Rousseau’s child centered approach to education like other philosophical theories is one which is susceptible to attack. His approach creates a problem of misconception about human nature which could inadvertently mislead people on the true nature of education. Hence, creating a kind of education devoid of habit formation.[11]Another problem Rousseau’s child centered approach to education creates was that of individualism. If we would agree with Aristotle and as evidence in our experiences that man is a social animal, then Rousseau’s point or attempt in separating him from society to the countryside to be tutored further alienate man from his social nature and social instinct. He is an island to himself alone.[12] The problem is, to what extent can Rousseau’s child centered approach to education be plausible in our contemporary society?

Education is the process of facilitating learning or the acquisition of knowledge, skills, values, beliefs and habits. Educational methods include storytelling, discussion, teaching, training and direct research. Education frequently takes place under the guidance of educators but learners may also educate themselves. Education can take place in formal or informal settings and any experience that has a formative effect on the way one thinks, feels or acts may be considered educational. The methodology of teaching is called pedagogy. Education is commonly divided formally into such stages as preschool or kindergarten, primary school, secondary school and then college, university or apprenticeship.[13] s

European politics, philosophy, science and communications were radically reoriented during the course of the “long 18th century” (1685-1815) as part of a movement referred to by its participants as the Age of Reason, or simply the Enlightenment.[14]

The research objectives are: To evaluate Rousseau’s child centered approach to education.

To aid the completion of the study, the following sub-objective has been put forward;

1. To ascertain the effect Rousseau’s child centered approach to education in the growth of the education sector
2. To assess the impact of Rousseau’s child centered approach to education on the child education

The research questions are: How relevant is Rousseau’s child centered approach to education educational sector? The specific research questions include:

1. What effect does Rousseau’s child centered approach to education have on the growth of the education sector?
2. What impact does Rousseau’s child centered approach to education have on the child education?

The significance of this study cannot be over emphasized most importantly as it stands the chance of not only clarifying the true position of what education is but also the possibly of a synthesis both Plato’s conception of education as well as that of Rousseau to fashion a new form of education with an honorific and valuable significance.

This research study affords us the opportunity of retrospecting into theories of education, most especially that of Rousseau with a view to point out lacunas as well as correcting the erroneous news and championing a new course.

This study, is of great importance to the educational sector, Rousseau’s child centered approach to education will help in expanding the frontiers of the educational sector in Cameroon. This study is also useful to the department of philosophy as the study adds to the existing literature in the department. The study is equally of great value to students who intend to embark on a study in similar topic as the findings of the study will serve as a pathfinder to them. Finally, the study is significant to students, teachers and the general public as the findings add to the pool of existing literature

As the methodology of this study, we shall be using an evaluation approach which involves a careful and systematic judgment which will be devoid of any obvious form of prejudices or bias. The systematic nature of the method will afford the research to be open minded to the issue before him. Conceptual method, on the hand, will help in clarification and simplification of terms used so as to remove ambiguity. With this approach, the research will aim at breaking down concepts in order to clarify, elaborate, criticize and evaluate our thinking about education. It will also examine concepts and critical in clarifying educational theories and practices.  Lastly, historical method shall enable the audience to have at least a clue of what education is before Rousseau and thus will help in understanding the basis of educational philosophy. However, as a practical research work, this study shall employ the library research method, where both primary and secondary sources shall be fully employed.

The scope of this study covers an Evaluation of Rousseau’s child centered approach to education, but in the cause of the study, some constrains were encountered which limited the scope of the study;

1. Availability of Research material: The research material available to the researcher is insufficient, thereby limiting the study.
2. Time: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.
3. Finance: The finance available for the research work does not allow for wider coverage as resources are very limited as the researcher has other academic bills to cover.

This research work is organized in five chapters, for easy understanding, as follows.

• Chapter one is concern with a background to Rousseau’s child centered approach to education.
• Chapter two deals with an evaluation of Rousseau’s child centered approach to Education.
• Chapter three focuses on the relevance of Rousseau’s child centered approach to Education.
• Chapter four is concern with a critique of Rousseau’s child centered approach to Education.
• Chapter five presents the pedagogic relevance of Rousseau’s child centered approach to Education.

[1] French, W. (2005). Jean Jacques Rousseau. B. Taylor (Dü.) içinde, Encyclopedia of Religion and Nature (s. 1428-1429). London and New York: Continuum, p. 72.

[2] Ibid

[3] Ibid

[4] M. Blackell, J. Duncan, & S. Kow (Dü) içinde, Rousseau and Desire (s. 141164). Toronto, Buffalo, London: University of Toronto. _p. 32.

[5] French, W. (2005). Jean Jacques Rousseau. B. Taylor (Dü.) içinde, Encyclopedia of Religion and Nature (s. 1428-1429). London and New York: Continuum. _p. 62.

[6] BOYD, W (1962).  Editor’s Epilogue In Rousseau, J J , The Emile of Jean Jacques Rousseau Edited by W Boyd Classics In education No 10 New York Teachers College Press, Columbia University. _p.44.

[7] Frankell, C (1954), Introduction In Rousseau, J J The social contract New York Hafner Publishing Co. p. 72.

[8] Neill, T P (1958), Makers of the modem mind (2nd edition) Milwaukee, Wisconsin Bruce. _p. 27.

[9] Spurlin, P M(1969), Rousseau in America, 1760-1809 University, Alabama University of Alabama Press. _p. 93.

[10] Ibid p 55.

[11] M. Blackell, J. Duncan, & S. Kow (Dü) içinde, Rousseau and Desire (s. 141164). Toronto, Buffalo, London: University of Toronto. p. 31.

[12] Ibid p. 22.

[13] Jean Jacques Rousseau (1962), Considerations on the government of Poland and the reformation of It projected In April, 1772 In Rousseau, J J , The minor educational writings of Edited by W Boyd Classics in Education, No 11 New York Teachers College Press, Columbia University. p. 18.

[14] Ibid