The Idea of Bildung in Rousseau's Educational Theory

Author(s):

Kimmo Kontio

Conference:

ECER 2009

Network:

13. Philosophy of Education - Standard submissions

Format:

Paper

Session Information

13 SES 02 A, Subjectivity and Intersubjectivity in Education

Paper Session

Time:

2009-09-28

11:15-12:45

Room:

HG, HS 41

Chair:

James Charles Conroy

Contribution

When reflecting the recent discussion in educational sciences it cannot be unnoticed that there are several attempts to take a critical distance to the fundamental assumptions of powerful tradition of modernity. Philosophically this critic has been directed towards so called modern tradition of the philosophy of subjectivity that can be understood paradigmatically as a core of the discourse of modernity. The critic has produced a wide variety of discourses. Still, perhaps the most remarkable of recent debates concerning the nature of educational sciences has been the discussion between the paradigms of subjectivity and intersubjectivity. The demand for the paradigm-shift is usually based on a certain interpretation of modern subjectivity. The concept of subjectivity has been interpreted as self-preservation synonymous with the principle of dominion. If this interpretation is correct, the demand for the paradigm-shift is well founded. Only one question remains: is this interpretation of modern subjectivity itself well-founded? I claim that this debate offers a fruitful starting point to analyse Jean-Jacques Rousseau’s theory of education. In philosophical discussion Rousseau’s main opponent was Thomas Hobbes. Hobbes interpretation of the pathology of modern subject and society was based on the conceptualisation of subjectivity with the anthropological principle of self-preservation. Because the principle of self-preservation was interpreted by Hobbes as the principle of dominion (endless need for power) the only way to solve an unavoidable problem “bellum omnium contra omnes” was that subjects give up their natural freedom to the sovereign who guarantees with its authority the self-preservation of the citizens. According to Rousseau human beings cannot give up their freedom because that means to give up the humanity. Hobbes’ theory of social contract was to Rousseau an act where a human being delivers the moral responsibility and alienates himself thus from humanity. According to Rousseau’s argumentation it can be stated – concerning the debate of subjectivity and intersubjectivity – that the idea of subjectivity cannot be given up without losing the humanity. This does not lead to the conclusion that intersubjectivity does not have significance in the process of Bildung because this process is only possible in the society and via different forms of intersubjectivity (e.g. language, recognition).

Method

Systematic-Historical, concept-analytical approach

Expected Outcomes

This is the starting point of Rousseau’s theory of Bildung. In his main works Rousseau is basically arguing that the problem of modernity has to be solved without losing the idea of subjectivity? This leads Rousseau to define the concepts of human nature, freedom and reason opposed to Hobbes and has been extremely influential to the modern educational thinking. In my presentation I am trying to reconstruct the basic idea of Rousseau’s theory of Bildung where the tension between the human nature and the society becomes essential. This means that this tension is a presupposition of the process of Bildung. This has also important implications to the formation of educational theory.

References

Benner, D. 1999. Der Begriff moderner Kindheit und Erziehung bei Rousseau, im Philanthropismus und in der deutschen Klassik. Zeitschrift für Pädagogik 45 (1), 1-18. Freundlieb, D. 2000. Why Subjectivity Matters: Critical Theory and the Philosophy of the Subject. Critical Horizons 1 (2), 229-245. Henrich, D. 1974. The Basic Structure of Modern Philosophy. Cultural Hermeneutics (2), 1-18. Henrich, D. 2003. Between Kant and Hegel. Lectures on German Idealism. Cambridge: Harward University Press. Hobbes, T. 1983. Leviathan. Plamenatz, J. (ed.) Glasgow: William Collings & Sons Ltd. Klafki, W. 2000. Teaching as a Reflective Practice. The German Didactic Tradition. London: Lawrence Erlbaum Associates, Inc., 85-107. Kontio, K. 2003. The Idea of Autarchy in Rousseau’s Natural Education: recovering the natural harmony? Scandinavian Journal of Educational Research 47 (1), 3-19- Kontio, K. 2008a. Luonnon ja yhteiskunnan jännite Jean-Jacques Rousseaun pedagogisessa ajattelussa. Siljander, P. & Kivelä, A. (ed.) Kasvatustieteen tila ja tutkimuskäytännöt. Paradigmat katosivat, mitä jäljellä? Suomen kasvatustieteellinen seura. Turku: painosalama, 323-343. Kontio, K. 2008b. Subjektista, sivistyksestä ja pedagogiikasta. Jean Jacques Rousseaun systeemin tarkastelua. Kivelä, A. & Sutinen, A. (ed). Teoria ja traditio. Juhlakirja Pauli Siljanderille. Suomen kasvatustieteellinen seura. Turku: painosalama, 37-60. Oelkers, J. 2008. Jean Jacques Rousseau. Norfolk: Continuum International Publishing Group. Rousseau J.J. 1995. The Confessions. Kelly, C. (ed.) Hanover: University Press of new England. Rousseau, J.J. 1986. Discourse on the sciences and arts. Gourevitch, V. (ed.) The first and second discourses together with the replies to critics and essay on the origin of languages. New York: Harper & Row, 1-27. Rousseau J.J. 1979. Emile or on education. New York: Basic Books. Rousseau J.J. 2001. Letter to Beaumont. Kelly, C. & Grace, E. (ed.) Letter to Beaumont, Letters written from the mountain, and related writings. Hanover: University Press of new England, 17-101. Rousseau J.J. 1995. Letters to Malesherbes. Kelly, C. (ed.) The Confessions and Correspondence, including the Letters to Malesherbes. Hanover: University Press of new England, 572-583. Rousseau J.J. Essay on the origin of languages. Gourevitch, V. (ed.) The first and second discourses together with the replies to critics and essay on the origin of languages. New York: Harper & Row, 239-295. Rousseau, J.J. 1986. Discourse on Equality. Gourevitch, V. (ed.) The first and second discourses together with the replies to critics and essay on the origin of languages. New York: Harper & Row, 117-231. Rousseau J.J. 1997. Of the Social Contract. Gourevitch, V. (ed.) The social Contract and other later political writings. New York: Cambridge University Press.

Author Information

Kimmo Kontio

University of Oulu

Department of Educational Sciences and Teacher Education

Oulu

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