Jean Jacques Rousseau

By: Raimi Mohd Jom &

Muhamad Hanafi Hossin

CHILDHOOD

ly was pious Calvinists and refugees from Fran

His mother died shortly after childbirth
ather was a poor watchmaker and dance mas
When he was ten his father fled Geneva
He was then raised by his
mothers sister

SCHOOLING
He stopped traditional schooling at the
age of 12
Was apprenticed to several trades but
had no success
In 1728 he ran away from Geneva and
joined the Catholic church
Took a job as a footman (pelayan) to a
noblewoman in Annecy
Later became lover to a wealthy widow
who provided for his education in the

CAREER
Attempted teaching but did not like it
Was not recognized for his system of
musical notation
Was an unsatisfactory secretary to the
French ambassador (duta) in Venice
Finally moved back to Paris after his
failed attempts

FAMILY
In Paris in 1745 he took a mistress,
Therese le Vasseur
They had five children
Jean took them all to the Foundling
Hospital to be raised as orphans
He later married Therese in 1768

EXILE
In 1762 he published his most
famous works, The Social
Contract and Emile
Due to the content of these
books about religion and his
opinion that there should be a
democratic city-state in France
he was exiled (dibuang) by the
government.
He did not like it so in 1770 he

LATERLIFE
Back in Paris he published several
more less offensive works and an
opera.
Rousseau suffered from
psychological feelings of
persecution and lived in a cottage
at Ermenonville for the last few
months of his life
Due to his mental and physical
health problems he died of a

EMILE
Rousseau wrote this novel to show
his beliefs on education.
It consists of five books and the
different stages of learning
Book 1: Infancy : Goodness of men,
keep children should be kept form
forming bad habits
Book 2: The age of Nature:
purpose of education, school
environment, self motivated

EMILE (CONTINUED)
Book 3: Pre-adolescence : Intellectual
education, geography, science, history
and other subjects are learned by
desire to learn them
Book 4: Puberty (akil baligh) : social
attitudes, and natural religion
Book 5: Adulthood : love, education of
women

Rousseau's novelEmile

PHILOSOPHIES
People are inherently (memang)
good but they become corrupted
by the evils of society.
He believed in liberty, equality,
and fraternity (persaudaraan)

Make the citizen good by training,

and everything else will follow. - Jean
Jacques Rousseau

DUCATION AND SCHOOLIN

eau was suspicious of schools, which he belie

aught children to conform to societys artificia
Rules rather than live according to nature.

He emphasized (menekankan) the

stages of human development,
and find 5 development stages :

1.Infancy (peringkat awal) - (Birth to age five)

Childhood (zaman kanak-kanak) - (Ages five to twelv
oyhood (masa kanak-kanak) - (Ages twelve to fiftee
4.Adolescence (remaja) - (Ages fifteen to eighteen)
5.Youth (belia) - (Ages eighteen to tweenty)

SSEAU HIGHLIGHTED KEY ID

od is the foundation for future growth and dev

ens natural interestss and instincts will lead t
thorough exploration of the enviroment
s, in their life cycles, go thorough necessary o
cion (paksaan) negatively impacts childrens d

INFLUENCE ON EDUCATIONAL
PRACTICES TODAY

Impact on progressive educators :

Although his critics disparage (memperkecilkan)
the story of Emiles education as a fictitious
(rekaan) and impractical account of a one-to-one
relationship between the student and teacher,
Rousseau has influences modern education.
Rousseaus argument that the curriculum should
arise from childrens interest and needs
profoundly (mendalam) affected child-centered
progressive educators.
Rousseaus ideas also anticipated (jangka)
constructivism, in which children interpret
(mentafsir) their own reality rather than learn

EDUCATIONAL PIONEERS
HISTORICAL
CONTENT

18TH century French enlightment

PURPOSE OF
EDUCATION

Create learning enviroment thet

aloows the childs innate, natural
goodness to flourish

CURICULUM
METHOD OF
INSTRUCTION

Nature, the enviroment

Reliance on sensation, experience
with nature

ROLE OF
TEACHER

Assist nature, rather than imposing

social conventions on the child

SIGNIFICAANCE

Led a romantic revolt againstthe

doctrine of child depravity, a
forerunner of child-centered

Johann Heinrich
Pestalozzi:
Educator Of The Senses
And Emotion

estalozzis background
12, January, 1746 in Zurich Switzerland, died on 1827
Clergyman, politican and a farmer
Sought to develop schools-like loving families, would nurture childrens
development.
Influenced by Rousseau
Believed that schools could become centers of effective learning if
properly organised.
Readapted Rousseaus single-child tutorial
Developed a pre-service teacher-education program.
Believed that the mind formed concepts by abstracting data conveyed
to it by it senses.

Pestalozzi with the orphans in Stans

Pestalozzis Principles of
teaching and learning

General Method
1- designed to create a permissive and emotionally
healthy homelike learning environment
2- require teacher who-emotionally secure themselves,
could gain students trust and affection and nurture
their self esteem.
Special Method
1- Object lesson
2- Children studied the common objects encountered in
daily environment.
3- Learned form, number, and name or sound related to
objects.
4- Move gradually to drawing, writing, reading
counting, adding, substracting, multiplying and
dividing.

Pestalozzi advised teachers to

begin instruction with childrens
direct experiences in their
environment.
Later progressive teachers
incorporated Pestalozzis emphasis
on childrens direct experience in
their classes.

His pre-service teacherpreparation program. Teacher

should
1- Begin with concrete objects before
introducing abstract concepts
2- Begin with the learners immediate
environment before dealing with what
is distant and remote.
3- Begin with easy and simple
exercises before introducing complex
one.
4- Always proceed gradually and
cumulatively.

Pestalozzi teaching students at his institute of Burgdorf.

Switzerland; note the large wall charts used in teaching

Education and Schooling

-Pestalozzi based learning on natural principles and
stressed the importance of human emotions.
-Used group instruction rather than individual tutoring
or home schooling.
-Defined knowing as understanding nature, its
pattern and its laws.
-Stressed empirical, or sensory, learning.
-Believed children should learn gradually and
understanding thoroughly what they are studying.
-Dedicated to children who are very poor, hungry and
socially or psychologically handicapped.
-Believed that love of humankind as necessary for
successful teaching.

INFLUENCE ON EDUCATIONAL
PRACTICES TODAY
Pestalozzis
object lessons
were introduced
into the
American
elementaryschool
curriculum in
the 19th century.

His belief that

education
should be
directed to both
the mind and
emotions
stimulated
educators to
develop
instruction to
encourage both
cognitive and
effective
learning.

His
ideas,
especially
the
general method
take on renewed
relevance.

His assertion
that emotional
security is a
necessary
precondition for
skill and subject
learning strongly
parallels the
contemporary
emphasis on
supportive
home-school
partnerships

Historical
content

Early 19thcentury, post-Napoleonic period and beginnings

of industrialism

Purpose of
education

Develop the human beings moral, mental, and physical

powers harmoniously; use sense perception in forming
clear ideas

Curriculum Object lessons; form; number and sound

Methods of Reliance on sensation; object lessons; simple to complex;
instruction near to far; concrete to abstract
Role of the
teacher

Acts as a loving facilitator of learning by creating a

homelike school environment; skilled in using the special
method

significanc
e

Devised on educational method that changed instruction

in elementary schools

Influence in Schooling based in emotional security and object learning

todays
education

Conclusion
Pestalozzi was an impressive
personality, highly esteemed by
his contemporaries. His concept
of education embraced politics,
economics and philosophy, and
he influence of his method was
immense. For him, education
was a vehicle for creating a more
just society.

Thank You