Philosophical and Sociological
Basis of Education
Module 2 & Module 4
17.04.2025
Dr Apramita Chand
Department Of Education
Jean-Jacques Rousseaau
• Jean-Jacques Rousseau (1712-1778), a prominent Enlightenment philosopher,
developed his educational theories during a time when education was primarily
focused on rigid discipline and rote memorization. His work “Émile, or On
Education” (1762) presented a revolutionary approach that fundamentally
questioned the educational practices of his era.
• Rousseau’s philosophy stems from his belief in the inherent goodness of human
beings. He famously stated, “Man is born free, and everywhere he is in chains.”
This perspective formed the cornerstone of his educational theory—that humans
are naturally good but become corrupted by society and its institutions. Education,
in Rousseau’s view, should protect this natural goodness rather than suppress it.
• He believed in God, and in the concept of purity at birth, and can be termed as an
idealist thinker. His viewpoints on Nature being a harmonizing influence on
education of children and his thoughts towards making human life happy also
point towards naturalism.
Jean-Jacques Rousseaau
• Jean-Jacques Rousseau (1712-1778), a prominent Enlightenment philosopher,
developed his educational theories during a time when education was primarily
focused on rigid discipline and rote memorization. His work “Émile, or On
Education” (1762) presented a revolutionary approach that fundamentally
questioned the educational practices of his era.
• Rousseau’s philosophy stems from his belief in the inherent goodness of human
beings. He famously stated, “Man is born free, and everywhere he is in chains.”
This perspective formed the cornerstone of his educational theory—that humans
are naturally good but become corrupted by society and its institutions. Education,
in Rousseau’s view, should protect this natural goodness rather than suppress it.
• He believed in God, and in the concept of purity at birth, and can be termed as an
idealist thinker. His viewpoints on Nature being a harmonizing influence on
education of children and his thoughts towards making human life happy also
point towards naturalism.
• His opinions were strongly shaped by the exploitation of the society at that time
which was dominated by political and religious forces prompting him to form the
philosophy that man should be free from religious, cultural, political forces present
in the society which are corrupting in nature.
• Nature Vs Society – He presented revolutionary views that nature is completely
pure while society is flawed and defective. Man becomes hateful and exploitative
by living in artificial societal set-up and hence must turn to nature for inspiration
and education.
• At that time, education was looked after by the Church and the State who moulded
the young minds to be loyal to these institutions. Education was enforced but there
was little scope for mass education, particularly for the poor
Negative and Positive Education Theory
• Positive Education: One that tends to instruct the child in the duties of man
and forms the mind prematurely
• Negative Education :Negative Education advocates for minimal interference in a
child’s natural development. Instead of direct instruction and formal lessons, Rousseau
proposed learning through experience and discovery. The educator’s role shifts from
an authority figure imparting knowledge to a guide who creates opportunities for
learning through natural consequences and experiences. The educator observes
without interference, arranges experiences and protects from harmful influence
Emile and stages of education
• Freedom of movement
and exploration
• No restriction on
behavioural attributes
• No enforcement or
harshness
• Shielding by parents
• Training through
senses
• Natural
experiments
• No city life
• Playing and
learning
• Protecting from
influence
• Developing reasoning
• Learning through
conversations
• Self-directed
discipline for learning
• Learning carpentry for
creativity
• Learning how to earn
• Emotional development
• Emotional connect
• Learning to love and live
• Compassion
• Beginning of socialising
• Introduction to complex
concepts like religion
• Sense of finer things in life
• Development of rational thinking and
virtue
• Ready to meet his partner, Sophie
• Sophie, a representative of the ideal
woman, is educated to be governed by
her husband while Émile, a
representative of the ideal man, is
educated to be self-governing. “The
man should be strong and active; the
woman should be weak and passive”’,
Rousseau wrote. Sophie’s purpose is to
please, advise and console her husband.
Maria Montessori
• Maria Montessori was an Italian physician and educator
whose educational philosophy emphasizes child-centered
learning, where children are encouraged to pursue their
interests and develop at their own pace in a carefully
prepared environment. It focuses on nurturing a child's
natural curiosity, independence, and love for learning,
rather than forcing them into a rigid curriculum.
• The Montessori Method of education, developed by her, is a
play-based educational approach based on scientific
observations of children from birth to adulthood. Dr.
Montessori’s Method has been time tested, with over 100
years of success in diverse cultures throughout the world.
• The Montessori method is based on three main principles:
respect for the child, the prepared environment, and the
use of special materials.
Montessori system of education
• Montessori education recognizes that children learn in different ways, and
accommodates all learning styles and learning paces. Beginning at an early age,
Montessori students develop order, coordination, concentration, and
independence. Classroom design, materials, and daily routines support the individual’s
emerging “self-regulation” (ability to educate one’s self, and to think about what one
is learning), toddlers through adolescents.
• Montessori students enjoy freedom within limits.
• Teachers provide environments where students have the freedom and the tools to
pursue answers to their own questions.
• Self-correction and self-assessment are an integral part of the Montessori classroom
approach. As they mature, students learn to look critically at their work, and become
adept at recognizing, correcting, and learning from their errors.
• Students are part of a close, caring community. The multi-age classroom—typically
spanning 3 years—re-creates a family structure. Older students enjoy stature as
mentors and role models; younger children feel supported and gain confidence about
the challenges ahead. Teachers model respect, loving kindness, and a belief in
peaceful conflict resolution.
Montessori Environments
Montessori Materials
Montessori materials generally have special qualities that allow children
the opportunity for success in their investigations into abstract
concepts such as shapes and sizes.
• They also help children develop specific skills and knowledge in a
practical, hands-on way. For example, the “Pink Tower” is a set of
coloured blocks that are used to teach children about sizes, shapes, and
spatial relationships. The “Disks and Cylinders” material helps children
grasp concepts such as volume and mass. And the “Movable Alphabet”
allows children to begin experimenting with language and literacy by
physically interacting with an object while they learn. By working with
these and other Montessori materials, children are able to gain a deep
understanding of the world around them. In addition, the use of these
Montessori materials promotes concentration, coordination, and
independence.
