Socio-political and philosophical views of Rousseau. The power and wealth created inequality, said Rousseau, man so lost his freedom. Rousseau reasoned as a sensualist: there is nothing in our consciousness, which would not have been obtained by means of sensations, through the senses.
Natural and free upbringing. Children should be brought up, in Rousseau, naturally, according to nature. This means that in the upbringing it is necessary to follow the nature of the child, take into account its age characteristics. He believed that the upbringing was obtained from three sources: from nature, from people around and from things. Nature education, in his opinion, is carried out by the "internal" development of human abilities, the development of sense organs; Raising people - this person's teaching use the development of these abilities and organs; Finally, education from things is its own person's own experience gained by it from the things he faces and affect it. Right upbringing will be when all three factors act coordinated in one direction.
In direct communication with the natural education of Rousseau set and free upbringing. He demanded to respect the identity of the child, to reckon with his interests and requests. Rousseau attached great importance to the guiding role of the teacher. The educator, he said, only leads his pupil to the solution of the issue, leads his interests so that the child himself does not notice this, has mainly indirect effects. It organizes the whole environment, all the surrounding influences that they suggest certain decisions. He denied coercion as a preparation method.
Age periodization. Russo shared the life of his pupil into four periods. The first period - from birth to 2 years - this is the time when the physical education of children should be in the spotlight. The second period is from 2 to 12 years, according to its expression, the period of "sleep mind", when a child cannot argue and logically think when the "external feelings" should be developed, when the child's forces accumulate in order to find their way out Already at an older age. The third period - from 12 to 15 years, mental education is widely deployed, mental child requests are satisfied. The fourth period is the "period of storms and passions" - from 15 years to the age of adulthood, when it is carried out predominantly moral education.
In early childhood (up to two years) the basis of everything is physical education. If possible, the child must feed the mother herself. Rousseau stops in detail on the physical education of Emil. He indicates how to handle the child and strengthen its physical strength. From two years, a new period of education comes. Rousseau gives a number of instructions, how to develop feelings. Still must be able to enjoy the health of the child, its physical development. It would be good for a child up to 12 years old not to know the books; But if he learned to read, let the first and only book will be "Robinson Cruzo". Emil wants to garden and puts the beans, but on the ground of Gardener Robert, just on the place where, it turns out, Robert has already planted melons. From the collision that happened between Emil and Robert, the child knows how the idea of \u200b\u200bownership naturally dates back to the right of the "first pillar by labor". Rejecting punishment, Rousseau puts forward the method of "natural consequences". Freedom of a child can only be limited to things. The child, facing nature, will undoubtedly understand that it is necessary to obey its laws. The same considerations should be based on relations to people. If the child breaks everything to anything, do not be angry, strive only to eliminate everything that he can spoil. So he broke the chair, which he used, do not hurry to give him a new one. By twelve, Emil is physically strong, independent, can quickly navigate and grab the most important, he learned the world around his external senses. And it is quite prepared in order to enter the third period of its development, when mental and labor education is carried out. It is necessary when choosing items to explore the child's interest. Naturally, the child's interest is sent to what he sees, and therefore he is interested in geography, astronomy, environmental education. Rousseau puts Emil to the position of the researcher who opens the scientific truths, inventing a compass, etc. Didactic Rousseau is based on the development of amateur activities, the ability to observe, intelligence. Emil is trained in a number of useful professions. First of all, the child studies the joinery craft, which Rousseau is very appreciated in an educational attitude, and then meets a number of other crafts. Emil lives the life of an artisan, he penetrates with respect for labor man, the labor itself and labor communication. Emil is now prepared for life, and at the sixteenth year Rousseau returns it to society. The fourth period comes - the period of moral education, and it can be given only in society. The corrupted city is not afraid now Emily, which is quite ordered from urban temptations. Rousseau puts forward three tasks of moral education: this is the upbringing of good feelings, good judgments and goodwill. Let the young man observes the pictures of human suffering, needs and grief, he will see and kind examples; Not moral arguments, and real affairs brought good feelings in it. The upbringing of good judgments is carried out in Rousseau, by studying the biographies of great people, studying history. Education of goodwill can be only when performing good deeds.
The young man should live an active life: to move, engage in physical labor, to be in the fresh air for a long time. Raising a woman. Rousseau with great attention is considering the question of which wife to choose for Emil. Emil Sophie's Bride Education should be the opposite of the one that received her fiance. The appointment of a woman, in understanding Rousseau, completely different than the appointment of a man. It should be brought up for home. Adaptation to the opinion of others, the absence of independent judgments, submission to someone else's will - here is a feet of a woman.

21. "Regulations on a Unified Labor School." The basic principles of a single labor school ". Their characteristics.

The Unified Labor School is a school available for the entire population, giving all children of certain age, regardless of the public and property position of their parents, general education and labor knowledge, skills and skills. With the concept of E. t. Sh. The continuity of the various levels of the school is inextricably linked, that is, the unobstructed transition from one (lower) learning step to the next (higher), the unity of the goals of education and education, as well as the main ped. Principles, the educational work of the school is built on the rykh. At the heart of E. t. Sh. Two inextricably related ideas lie: the idea of \u200b\u200bunity and the idea of \u200b\u200blabor learning and education. The idea of \u200b\u200blabor learning arose in connection with the development of crafts and manufactory production. The situation "On the Unified Labor School of the Russian Socialist Federal Soviet Republic" marked the way of building such a school. It installed socialist. Principles of building system: School communication with life, implementation of national and sexual equality, training in native Yaz., The continuity of various learning stages. It was introduced by E. t. Sh. With nine-year-old learning, divided into two steps: the first - for children from 8 to 13 years old (5-year course), the second - from 13 to 17 years old (4-year course). On the basis of this school, a wide development of prof is envisaged. Education for young men and girls from 17 years of age.

BASIC PRINCIPLES

Unified Labor School

· society for creativity of pedagogical schools of schools;

· "Sufficient expanse for private initiative";

· "Program minimum" as a proposal, and not as an obligation;

· "Fixed attention on specially selected items" (starting from the seventh year of study);

· principle of ease of learning;

· the principle of "conformity of training by the natural inclination of children";

· labor, physical and aesthetic education;

· The principle of nature appearance: "Analysis by teachers of the inclinations and characteristics of each student's character and perhaps a fuller adaptation to his personal needs of what gives him and what the school asks him";

· "Caring for lagging is the first concern for a democratic school";

· the principle of co-learning.

New school should be labor.The source of school's desirements to work is the immediate desire to familiarize the students with the fact that most of all it will be necessary in life, with agricultural and industrial labor in all varieties of it.

The purpose of the Labor School is a Polytechnic Education, which gives children in practice to familiarize with the methods of all the most important forms of labor, part of the workshop or on a school farm, part in factories, factories, etc.

Game, walk, conversation give material for collective and individual thoughts in the activities of children. Starting from the child himself and the surroundings, everything serves as a subject of questions and answers, stories, writings, images, imitation. The toastfulness of the child and his thirst for movement, the teacher systematizes and directs in such a way that the richest results are obtained. All this is the main subject of teaching, as if children's encyclopedia, it is now taking the nature of the study of human culture in connection with nature.

Wires of students are always encouraged and freely interested in their moments: personal research, writings, abstracts, models, collections, etc.

Under aesthetic education, there is no teaching of some simplified children's art, but the systematic development of senses and creative abilities, which expands the ability to enjoy beauty and create it.

Gymnastics and sports should develop not only force and dexterity, but also the ability to reverse collective actions, spirit of mutual assistance, etc.

The extremely important principle of the updated school will be possible more complete individualization of training. Under individualization, you need to intelligent analysis by teachers of the inclinations and characteristics of the character of each student and perhaps a more complete adaptation to his personal needs of what he gives him and what the school asks him. The concern for persecuting is the first concern for a democratic school, because the backwardness in the overwhelming majority is explained not to the disadvantage of natural abilities, the worst living conditions.

Children should participate in all school life. To do this, they should enjoy the right of self-government and show a permanent active mutual assistance. Getting ready to become citizens of the state, they should be able to feel the citizens of their school before. A class or some other group of students should self-rule with all. For this, a greater number of posts are established. These posts should not be long-term. Children should be on duty on them from one day to two weeks, the shift should occur in turn or by lot.

22.Prifting activities and pedagogical views of Robert Owen.

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Pedagogical ideas and activities R. Owen in New Lanarka period
Robert Owen (1771-1858) lived in England at a time when an industrial coup was committed.
Owen came to the conclusion that the character of a person, his personality formulates the medium and upbringing. The nature of man, considered Owen, is good, he has all the data in order to be virtuous. And if the children will be in appropriate conditions and their upbringing will be organized correctly, you can create new, reasonable people, and then with their help in peaceful way to convert modern vicious social relations.
The idea of \u200b\u200bR. Owen on the formation of a person's nature and education was first formulated by him in the work of a new look at society, or experiments on human education (1813-1814). During the thirty-year-old life in New Lanarka (until the end of 1829), R. Owen carried out a number of philanthropic events there: he reduced the working day, which at that time lasted fourteen - sixteen hours, up to ten and three quarters, increased wages , and paid it and during the crisis, when the factory had to be temporarily close, built new dwellings for workers, organized their supply to everyone necessary at low prices. Good attention to Owen paid to cultural and educational work among the adult population and public education of the younger generation.
During this period of its activities, Owen saw the goal of education in the formation of the useful society of "reasonable nature" from the earliest years. For this, he considered it, a system of educational institutions that covered the entire age group of the village should be created. So, on January 1, 1816, a "New Institute for Formation of Character" was opened in the center of New Lanark, which united previously organized by the OUTO Institution: "School for young children (it consisted of a nursery for the baby from one year to three years, preschool institution For children from three to five years old and playgrounds for games) and elementary school for children from five to ten years.

About raising young children
The right time of the day was observed in the school, the children received healthy food, a large part of the time was carried out in the fresh air, they regularly engaged in gymnastics, often to the music. Very early kids began to teach dancing and singing. All these classes contributed to the development of dexterity, grace, good taste. Thus, physical education is closely combined in a "school for small children with aesthetic.
Taking care of the mental development of children, during the relaxed conversations they were acquainted with the surrounding objects, their properties and practical appointment. The great importance of R. Owen attached children's activity, the main type of which the game considered.
Natural kindness, unchanged patience, the ability to do in working with children without punishment Owen considered the basic qualities that the educators of young children should have. R. Owen for the first time in history, educational institutions for young children of workers.
Schools for children workers
He considered it necessary to arrange children with specific knowledge available to their age and useful in life. The primary school curriculum in New Lanarka included, besides the native language and arithmetic, another number of items, which at that time were not studied in the folk school, somehow. Elements of geography, nerds, mineralogy.
The traditional teaching of religion was replaced by the moral lessons, which R. Owen spent. In elementary school, the classes were continued by dancing, singing; Military gymnastics was introduced for boys. All training was conducted on the basis of wide use of visibility: a large number of different collections and other exhibits were in school; The walls of the Big Hall were painted by images of animals and plants.
R. Owen believed that it was necessary not only to give knowledge to children, but also to develop cognitive abilities. Therefore, he sought to apply active teaching methods at school, contributing to the manifestation of children's mind and taking students to independent thinking.
The undoubted educational effect gave the regular participation of children in labor activity. Girls were taught sewing, cutting, knitting, passed to keep the house clean and order, they were sent to public cuisine and dining room, where they had to learn how to cook. The boys took possession of the simplest types of handicraft work, studied gardening.
So that all children who have reached the five-year-old age could attend primary school, R. Owen categorically forbade hire them to the factory up to ten years. From ten years, teenagers who already operate in the factory could continue the doctrine in the evening classes, and before the twelve years they had a shorter working day.
Pedagogical activity and views of R. Owen during the organization of the Communist Colonies
Significant changes that occurred in the worldview of R. Owen in the second period of its activities, they affected its pedagogical views and activities. Owen believed that with communism due to the development of equipment and the use of achievements of science in production, an abundance of all sorts of products will be created; It will be finished with the old division of labor, which turned people into live cars, and fully implemented a "wide combination of mental and physical forces of each employee."
Owen sought his theoretical provisions of Owen to the "New Harmony" colony. In the school created there, he managed to attract qualified teachers. The schools of the colony constituted a single system of three steps: schools for small children aged two to five years old, day schools for children from five to twelve years and schools for teenagers and adults. So, in "New Harmony, children from two years have belonged not to the family, but the community. The educators took care that the kids from the very early age acquired the skills of social behavior and joined the process of gaming activities to the simplest types of domestic work. At the School of the Second Step Student, they gave general education with a bias in natural sciences; It was completely unguide. Mental education was combined with the daily labor of children. The boys were mastered in workshops, carpentry, carpentry, shoe and other crafts, studied in the fields, in the garden and garden to agricultural work; Girls were mainly engaged in housekeeping: cut, sewing, cuisine, etc. Students of schools of the third stage took an active part in the overall work of the colony, and in the evenings they acquired theoretical knowledge, visited qualified lectures in chemistry, history and other sciences. In mandatory, they passed agricultural practice.

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Rousseau Zh.-zh. Pedagogical writings: in 2 tons / ed. G. N. Dzhibladze; Cost. A. N. Dzhurinsky. - M.: Pedagogy, 1981. - 656 p. - (ped. B-ka). In the overall: APN of the USSR. © Podagogyka Publisher, 1981 Approved to the press of the editorial board of the Pedagogical Library series of the Academy of Pedagogical Sciences of the USSR Reviewer Candidate of Philosophy, Associate Professor F. T. Mikhailov. Compiler A. N. Dzhurinsky From compiler In the first volume presented the largest pedagogical work of G -zh. Rousseau "Emil, or about upbringing", in which the pedagogical ideas of the Great Representative of Enlightenment received the most vivid expression. The full text of the work is published in Russian for the first time. For teachers' scientists, public education workers, as well as for anyone interested in the history of pedagogy. Creativity J.-zh. Rousseau (1712-1778) - the great French enlightener, philosopher, writer, teacher - extremely multifaceted. Significant place in the legacy of the railway Rousseau occupies pedagogical issues. This edition presents the works of J.-zh. Rousseau dedicated to education issues. In addition to pedagogical works in the publication, the works and fragments of the compositions of J.-zh. Rousseau philosophical, social character, as well as artistic works, since they are highlighted by certain pedagogical issues. The publication includes a number of letters J.-zh. Rousseau. The main pedagogical work Rousseau - the novel-treatise "Emil, or about upbringing" is published in the 1st volume of this publication. In the same volume published "Emil and Sophie, or lonely". In the 2nd volume, work was included on family and public education, the formation of morality, the peculiarities of childhood, the psyche of the child, separate didactic issues. The location of the work in the chronological sequence helps to trace the evolution of pedagogical views of ZH. Rousseau. One of the first pedagogical works - "Treatise on the upbringing of Mr. de Saint-Marie written J.-zh. Rousseau at the very beginning of the creative path. Pedagogical themes are reflected in the last essay - "walking a lonely dreamer," which J.-zh. Rousseau did not have time to finish. Materials of the 2nd volume are significantly complemented by a pedagogical novel J.-zh. Rousseau. Included in the collection fragments of treatises "On a public contract", "On political economy", "considerations about the appearance of the Board in Poland" shed light to understanding J.-zh. Rousseau Social Environment as the most important treatment condition. An excerpt from the novel "Julia, or New Eloiza" reveals the views of Rousseau for family education. Works "reasoning about the sciences and arts", "Remarks on the refutation of Stanislav", "Preface to Narcissus", "Letters about morality", "On the Nravakh" demonstrate the views of Rousseau on the moral foundations of education. In the "confession", "walks of a lonely dreamer", excerpts of which are presented in the publication, the author continued to study the characteristics of childhood in Emile. Materials of the 2nd volume, written before 1762, i.e., before the end of the "Emil", they often contain in an outline those pedagogical ideas, which will then be deployed in Emile in a solid system. Part of the works presented in this publication. Rousseau is published in Russian for the first time. Most of the new translations are made in the four-volume collected works by J.-Zh. Rousseau, published in Paris "Library of Pleiada", as well as on the twenty-thousand Paris edition of Rousseau correspondence, published in 1924-1934. All footnotes made by Rousseau himself are given on the relevant pages of the text. The introductory article to the publication was written by Academician of APN of the USSR and the Academy of Sciences of the Georgian SSR Dzhibladze G. N. In the second volume, an article of French scientist A Vallona was placed in the second volume, which, based on the analysis of the novel-treatise, Emil, or Education, the author reveals the main features of Pedagogy J. -L. Rousseau. At the end of each volume, comments are placed on the published Rousseau works and name pointer prepared by A. N. Dzhurinsky. * A. Vallon(1879-1962) - French psychologist, teacher, public figure, a member of the French Communist Party. Known as co-author of the democratic project of school reform (1946), one of the first propagandists of the Soviet pedagogy in France.

Jean-Jacques Rousseau and his pedagogical heritage

In Central Europe, a high-altitude Switzerland - the old Gelving and her amazingly beautiful Geneva - there is a small island named after the Great French Enlightener, a philosopher, a novelist, the author of the opera, dramatic works, social and pedagogical treatises.

The island is located in the middle of the wide Rhone River. Once the river threatened him with flooding, but the shores were strengthened, and now a small park with miniature kiosks broke on the island, small tables and chairs are placed. When Rousseau lived in Geneva, he very much loved this island and spent whole days under his high trees. Now there is a monument to Rousseau on the island: the great writer sits in the chair on the pedestal, keeps the pen, writes something.

Very much in the life of Rousseau connected with the Geneva - childhood, elevation and exile, acquaintance with Golbach, Grimm, a hot spore with Voltaire, a letter to D "Alambera ... The addressees of his letters lived here - D" Epina and D "Waved. Who knows how many thoughts - philosophical, journalistic, pedagogical - was born from Rousseau here, from the Lake Geneva. Geneva is the city of Rousseau, the city of a man who was amazing humanity with his masterpieces - "Eloiza", "Emil", "Confession", with their treatises and first Of these: "The reasoning: whether the revival of science and art contributed to the improvement of morals?", in which, responding to the assigned question, Rousseau challenged the call to the generally recognized name. This book brought his 37-year-old author name and glory of a large philosopher.

But the creations of Rousseau brought him not only fame. He knows the expulsion, long wandering, bitter disappointment. How many times it turned out to be in the face of a complete catastrophe. The person whose name was surrounded by the halo of Glory in his life, which at one time was the most famous writer of the world, fled from society, retired, remained a lonely dreamer, and his last book (unfinished) is called "walking a lonely dreamer." He was in friendly relations with the outstanding people of France and broke with each of them - with Voltaire, Didro, Golbach, Grimm, D "Alamber.

Rousseau foreseen the Great French Revolution. He argued that evil will be destroyed only by the revolution. And stipulated that it should be afraid of the same. Like an evil that should be destroyed by this revolution. He could not say more. But it sounded thumbnail.

In all his creations, Rousseau was deeply convinced by the militant thinker. He not only rebelled against the existing building, existing orders and old, who had sacred, but laid the way to a new, brightest, progressive, built a huge building of humanism., Human happiness. He loved man and believed in man.

The most famous member of Rousseau (in the treatise "On a public contract, or principles of political law"): "A person is born free, but he is in the skies everywhere," the human right to freedom and equality argued and at the same time expressed the rejection of the social life of the existing and existing societies.

The treatise attracted the attention of Karl Marx. Living in Creitsna, 25-year-old Marx made discharge from this work. Marx draws attention to the following words Rousseau: "Public state is the sacred right, which serves as the basis for all other rights. This right, however, is not natural, therefore, it is based on agreements"; "The oldest of all societies and the only natural one is a family"; "Thus, a family ... a prototype of political societies, the ruler is the likeness of the Father, the people - children" *.

Engels noted the dialectology of the judgments of the Great Enlightener. "... Rousseau sees in the emergence of inequality progress. But this progress was antagonistic, he was at the same time and regress "**. Analyzing the teachings of Rousseau on equality and inequality, Engels writes: "... Rousseau has not only reasoning, as two drops of water similar with Marx's reasoning in" Capital ", but we see from Rousseau and in detail a number of the same dialectical The revolutions used by Marx: processes, antagonistic in nature, containing contradiction; Turning a certain extreme in your opposite and, finally, as the kernel of all - denial of denial "***.

This assessment by Engels character of thinking Rousseau should be the basis for analyzing the pedagogical ideas of the Great Enlightener.

Rousseau visited and unilaterally and controversial in his judgments, fell into extremes. Enlighteners, Encyclopedists - Friends Rousseau - were materialists. Rousseau, on the contrary, opposed materialism from the position of deesma, not noticing, at the same time, in many matters it stands on the theoretical positions of materialism. This is one of the examples of the famous contradictions of Rousseau. Hegel, highly appreciated Talent Rousseau, emphasized the extremes and one-sidedness of many of his judgments. Having in mind the principle of "conscious free will of a separate person," Hegel notes that "Rousseau, this opposite principle is brought to extremes and speaks in all its one-sidedness" ****. Analyzing the principles of Rousseau about freedom, non-free, about the public contract, Hegel notices: "These principles set up as abstractly should be recognized correct, but ambiguity begins" *****.

And so almost in all: dialecticity and one-sidedness, the breadth of sight and the extreme of thought, ideas with a huge prospect of development, and thoughts that have no future. And this is not only in philosophy, Russo sociology, but also in his pedagogy.

* Rousseau Zh.-zh.Treaty. - m., 1969, p. 471.

** Marx K., Engels F.Cit., T. 20, p. 143.

*** ibid, p. 144.

**** Hegel.Cit., T. X, 1932, p. 222.

***** ibid, t. Xi, 1935, p. 399.

One of the outstanding thinkers - and not only the XVS in., - Rousseau remained the son of his era, but the Son of the Great. On the author of "Emil", we can say with the words of Engels: "The great thinkers of the XVIII century, as well as all their predecessors, could not leave the framework that they put their own epoch" *. Rousseau did not make exceptions.

Encyclopedist on the scope of his interests, his dating, Rousseau left a trace in a wide variety of industries of human knowledge. He wrote about the theater - "Letter to D" Alambera about spectacles "(1758), about music -" Letter about French music "(1753)," Letter of the Orchestra of the Royal Music Academy Comrades on the Orchestra "(1753), wrote" The experience of origin Languages, as well as about melodies and musical imitation "(1761). Until now, the fundamental benefit" Music Dictionary "Rousseau, published in 1767. Rousseau predicted many of the future questions: the emergence of completely new sciences, new industries of human knowledge.

Rousseau wrote in the "confession": "Of all my writings, I thought about and the ottole mercy processed" political establishments ", I was ready to devote all my life."

Here is a list of the main socio-political work Rousseau, which indicates the tension of the interest of Rousseau to this problem and the place that she held in his work: "The reasoning about spiders and the arts ..." (1750), "reasoning about the origin and grounds of inequality between people "(1774)," On a public contract, or principles of political law "(1762)," On political economy "(1755)," Judgment on the Eternal World "(1756)," Project of the Constitution for Corsica "(1765)," Considerations about the appearance of the Board in Poland "(1771-1772).

To the question of whether the revival of sciences and arts contributed to the purification of morals? ", Rousseau categorically answered negatively. He brought countless facts from history to proof of his accusation of science and art as "sources of all kinds." A man in nature is kind, but society corrupts him, and in this not the last role belongs to science and art. "While the living amenities are multiplied, art is being improved and luxury is spread, the true courage is seating, military values \u200b\u200bdisappear; And all this is also a matter of sciences and all these arts, which develops in the quiet cabinets "**.

In his "reasoning about the sciences and arts", Rousseau strongly opposes the existing education system. "From the very first years of our life, reckless education sulfates our mind and perverts our judgments. I see countless institutions everywhere, where youth with great costs, to teach it to everything, but only the failure of her duties, "he writes ***.

After many years, I am very severely appreciated by my first treatise as the most "weak" and even "mediocre", Rousseau, however, will put it with the first of the three writings, in which they are expressed by "Great Co.". These three main works of Rousseau recognized the "reasoning about the sciences and arts", "reasoning on the origin and grounds of inequality between people" and "Emil, or about the upbringing". "Three these works are inseparable from each other, I form together a single whole," wrote the great enlightener. These works expressed the main aspects of the worldview of Rousseau, the main problems of his creativity.

* Marx K., Engels F.Cit., T. 20, p. 17.

** Rousseau Zh.-zh.Treatises, p. 23.

*** ibid, p. 25

Rousseau connects questions of science, art and morality, social inequality and education. It will work in a detail to develop his system of education, but it is suitable for her as a social thinker. "We have physicists, geometers, chemists, astronomers, poets, musicians, artists, but we have no citizens, and if they also remained, then the villages lost in the wilderness are dying in poverty and contempt. That is what the state is brought, that feelings meet from our side those who give us bread, and our children milk, "will write Rousseau in the" reasoning about the sciences and arts ". He puts questions and gives any answers. "Why do all these abuses occur, as not from the disastrous inequality between people generated by the elevation of talents and humiliation of virtues?"

In 1761, "Julia, or New Eloiza" Rusovo is published in Amsterdam - Roman in letters, which has become an epochable phenomenon of French literature. The novel had a huge success of readers and had a far-reaching effect on the literature. It is enough to remember the Gothev "Verter" to see the power of this influence. Humanism, the protection of human dignity of representatives of the bottom, the criticism of the dominant social and moral obstacles associated two great authors with a single thread of continuity.

As in most of its works, attention in the "New Eloise" Rousseau pays for pedagogy. Letters of the heroes of the novel to each other are often reasoning on pedagogical topics.

We must remember that in the XVII-XVIII centuries. John Locke offers a solid education system. This system relies on materialism, and it is not by chance that the philosophical views of French enlighteners - Golbach and Gelving, Didro and Rousseau were the branches of Locke materialism. As far as Russism was obliged to be its basic principle - Sensualism - Locke, can be seen on the pedagogical doctrine Rousseau. 70 years old to Rousseau Locke in the pedagogical treatise "Thought about upbringing" (1693) wrote: "We will provide nature with the opportunity to form the body as it considers the best: the most better given, nature works much better and more accurately, if it was then, if followed by our instructions "*. Natural education was to carry out that ideal that Locke characterized as follows: "Healthy spirit in a healthy body is a brief, but complete description of a happy state in this world" **.

Rousseau develops Locke. But in this he is completely original.

Among the philosophers of the new time, Rousseau belongs to the number of those claimed by natural kindness as the original principle. "A man is kind," Russo wrote. - And in order to coordinate this principle with that no less obvious truth that people evil, it was necessary to trace the history of the human heart, show the origin of all vices "***. And Rousseau finds the origins of all vices. In the third dialogue of the famous work "Rousseau - Judge Jean-Jacques", it formulates: "Nature has created a person happy and kind, but society distorts him and makes unhappy" ****. Rising, should love raised, it is not only the main thing, it is the main thing. And to educate a person should - relying on his own nature.

As you know, Emil - the hero of the novel of the novel - the pedagogical treatise Rousseau - was brought up on the lap of nature, outside the city and outside of society. Education on the lap of nature, away from the corporate influence of urban civilization, most contributes to the development of natural aspirations and natural feelings. Rousseau considered man as an object, managed by the laws of nature and only on this way to achieve everything.

* Lokk D.Ped. cit. M., 1939, p. 77.

** ibid, s. 72.

*** A letter of Rousseau to F. Kramera dated October 13, 1764. Cyt. On the book: Jean-Jacques Rousseau about art. M., 1959. from. 108.

**** There is also, p. 111.

That exaltation of nature and its role in the life of a person, which is characteristic of Rousseau and Roussely, largely determined the artistic advantages of his novel-treaty and novel in letters. In the artistic prose, Rousseau created magnificent pictures of nature, showing the charm and beauty of the mountains and valleys of the old Gelving. Recall how he describes the dazzling landscape of the mountains of the shaft or the unique beauty of the Lake Geneva. It was a primary prose. Rousseau, like no one, felt the beauty of nature and understood its vast importance in the formation of the world of people, in their education in the spirit of humanism, harmony, integrity.

Rousseau believed that bad, incorrect education broke the inner world of the child, destroys the nature of good qualities laid in it. Such a distortion of the nature of the child leads an authoritarian education introduced by Jesuit, the entire internal logic of which was reduced to the fact that the educator and educated acted in relation to each other as a dictator and slave. The authority of the teacher's student was supposed to recognize unquestionably and adopt as a dogma, the "truth" of which does not need evidence. Such a system of education could not create people thinking freely acting consciously.

The novel-treatise "Emil, or about the upbringing" was the main pedagogical composition of Rousseau, entirely and fully dedicated to the problems of educating a person. In it, two main actors - Emil (from birth to 25 years old) and his educator, almost all of these 25 years spent next to Emil. To express their pedagogical ideas, Rousseau created in his novel this situation when the educator begins to raise the child left with orphans, and takes all the duties and rights of parents. And Emil is completely the fruit of many years of their educator's efforts.

The Great Champion of Natural, Natural Education, Rousseau, the first book "Emil" begins the thesis: "Everything goes good from the hands of the Creator, everything degenerates in the hands of a person." It is easy for us to understand the paradoxics of this thought. However, it is impossible not to see here a decisive rejection of the Rousseau existing order of things.

Rousseau is planning three types of upbringing and three types of teachers: nature, people, subjects. All of them are involved in the education of a person: nature is internally developing our deposits and organs, people help to use this development, items act on us and give experience. Natural education does not depend on us, acts independently. Subject education partially depends on us.

Education is a great deal, and it can create a free and happy person. The natural person is the ideal of Rousseau - harmonious and goal, it is highly developed by the quality of a person-citizen, the patriot of their homeland. It is absolutely free from egoism. As an example of such a person, Rousseau calls the name of Laczedamyanin Podarek, who wished to become a member of the Council of the Three hundred and, when he refused in this, he was delighted that in Sparta turned out to be three hundred people of the best than he.

Another historical example. Lactedamyanka had five sons who went to war. She expected information about the progress of hostilities, and when they report that all five of her sons died, she speaks with a perturbation to the slave-prayer: "The dishonest slave, did I ask about it?!" "We won," he said, and the mother Lactedamyanka runs to the temple to thank God.

The role of the tutor for Rousseau is to teach children and give them a single craft - life. As Emil's teacher says, neither a judiciary nor a military nor a priest will come out of his hands, "first of all it will be a person who can be in need.

Education is such a huge and responsible thing that one person must educate only one person. Emil's teacher brings up only Emil, while being his teacher at the same time. The educator and teacher is the same for Rousseau. He does not share training and education, for it believes that the child needs to be trained only by one-sole science - science on human duties. And the main thing is not training, but the leadership, not a teacher, and the head, whose task is not to give laws to children, but to teach them themselves to find these laws. Self-supply - rod. Rousseau claims that the poor who work all the time do not need education, because they themselves raise themselves. Only rich are needed in education. Poor themselves can become people, for they work, and labor is their educator.

Rousseau believes that for a child, knowledge of good and evil, the understanding of the mission of a person in society is not needed. He must remain a child. The child has his own views, their consciousness, their feelings, and you can not impose the views and feelings of an adult. This is the same nonsense, as demanded from a 10-year-old child to have a height of five feet and the ability of judgment. At this age should not be developed in a child's ability child. The author of Emilo does not agree with John Locke, who occupied a completely opposite position.

Emil's teacher in his activity enjoys the creative character of the child, his ability to imitate, the desire to actively express itself in the case; When a child sees how people work in a garden, sow, grow and clean the harvest, he will also have a desire to do what he sees. And then the teacher presents his pupil the lessons of morality and knowledge of good and evil, without giving him the concepts themselves without discussing these issues with him. I introduces a child with the norms of morality not by logical concepts, but by experience.

Emil is brought up outside the environment of its peers and out of any environment at all. Everyone and everyone replaces the tutor.

Rousseau frees children from all kinds of instructions and takes the book from them - the great "weapon of misfortunes", as he believes. Even at the 12th age, Emil will not know what a book is.

Rejecting all kinds of violence in the education of the child, Rousseau believes that the only effective method of learning is the child's own desire to study. The task of the educator is to give him this desire. Direct interest is that the success of any learning is. This is the biggest and only driving force. And you need to put a child in a situation where he will have the need and hence the desire to learn something, such as reading.

Teaching his pupil of astronomy, geography, the tutor does not present ready-made knowledge, and forces it to mined them in the process of activity. Rousseau believes that with children it is necessary to talk to the language of action, resorting to verbal learning only where it is impossible. To transmit Emile knowledge of the sides of the world, the educator makes him get lost in the forest and turn out to be forced to navigate. The knowledge discovered by them lead Emil to delight.

Rousseau shows an amazing ingenuity in the development of specific techniques and methods of education.

In their educational principles, Rousseau resolutely opposes the idler, proclaiming that "work ... is the inevitable responsibility of a person in a social condition. Any celebratory citizen is a rich or poor, powerful or weak is a darkend. "

Among all types of Labor, Rousseau gives preference to manual work, the work of the artisan, who, according to his statement, occupies the most independent position in society. Rousseau requires not talent from man, but knowledge of some craft, real, genuine, craft, even purely mechanical art, where the hands work more than the head, and which does not carry wealth, but with the help of which you can "endure the uncertainty of wealth." And it's not by chance that the great enlightener teaches Emil to the joiner.

Rousseau lists the types of labor according to the degree of importance itself: in the first place it puts farming, Yot is a blacksmith, joinery, etc. Here he acts as the son of his time. All purchased, says Rousseau, can be lost, - only one work gives us happiness and justification of life. If a person enjoys the ability of his hands, all difficulties disappear for him. If a person owns the craft, he is independent, he has no need to humiliate and get it. Therefore, Rousseau forces his Emil to learn some craft.

When Emile turned 15 years old, Rousseau, with pride, declares that his Emil is hardworking, is reduced, he has a firm character, a free mind, physically healthy, in the free heart. Now the time of development of feelings, initial sensory motives has come. It is important that the child does not have a false idea of \u200b\u200bhappiness. Therefore, one should not demonstrate to him wealth, exciting spectacles, to acquaint with the life of light. It is necessary to abandon all this while the young man will not be able to correctly assess the advantages and disadvantages of society and people.

A person is born bare and poor, in his life he will definitely experience grief, illness, misfortune. And he will die. At 16, a person already knows what torment is, because he himself suffered, but he still does not know what others suffer. It is necessary to bring up a feeling of humanity, kindness in a person, selflessness and not allow in the heart of the pupil such feelings as envy, greed, hatred, cruel passion, Rousseau formulates three conditions, the observance of which gives a person happiness and elevates it as a reasonable creature: sympathy to another, help Another, high sensitivity in sympathy.

Giving great importance to the right upbringing, Rousseau says that Emil at the age of six years did not differ from other children, because these latter still had to displease with incorrect upbringing, but after the Emil's upbringing began (by the author of the author of the Roma ), He began to stand out sharply among his peers, for they, these peers, have already been mutilated by bad upbringing. When should I start upbringing?

Rousseau answered this question in the "New Eloise": "Education should begin with the birth of a child, says Saint-Prel. - What time is it more profitable to raise their characters than that when they do not have to transit them at all."

Rousseau speaks against Locke, who offers the study of the soul, and then the body. Rousseau objects: first it is necessary to study the body, and then the soul.

The requirement of Rousseau noticeably approaches the requirement of Jan A Amos Komensesky, because and the Great Czech teacher argued that the study of the outside world we must begin with the study of objects, and not the concepts *.

* Cm.: Dzhibladze G.Komense's philosophy. Ed. Tbilisi University, 1973, p. 128-154.

Rousseau is a desist, so its struggle against some materialist provisions should be absolutely clear for us and sometimes sharp accusations of materialism of the XVIII century. Together with Tol, he criticized the official religion, but also from the position of deizma. The best faith of Rousseau considered "natural religion", which is characterized by simplicity and clarity, while the official religion is based on the sacraments and cult. Rousseau stands for religious education. For him, the only book that people are obliged to know and Emil must explore, is the book of nature, for she teaches how to serve the creator and how to bow him.

The basis of the pedagogical concept of Rousseau is the age pedagogy. Rousseau looked at the child from the point of view of the age of his originality. With a child, you need to contact "as it likes it with age," said Rousseau. In general, the complex of education is necessary to monitor the child, the study of its world. Nobody to Rousseau did not care about the age principle in pedagogy, as he does. This principle is the main thing in the construction of the "Emil" novel, in which division for five books is determined by the five ages of childhood, allocated Rousseau.

In accordance with the age of the child, targets, tasks and means of education are changed. The solution of the upbringing tasks requires graduality, they consistently get up to the educator and cannot be solved before or later than that time, which is determined by them by the age characteristics of the growing human body. There is a certain age in which sciences should be trained. And not earlier than a certain age should be the development of public ruins and norms. You can put the base of social behavior in the child ahead of time, when it is not able to still understand them, and, becoming an adult, he will follow them all his life, but he will never understand what he does. Give me a 12-year-old boy, says Rousseau who does not know anything, and I undertake to return it to you when he is 15 years old, with knowledge of knowledge, as in his peers, students from childhood, with the difference that they have There will be titles only in memory, and he has in reason. Give a 20-year-old person; A year later, under good guidance, he will be more reasonable and well brought up than the one he was brought up from childhood. And this is because the pupil of Rousseau will already have the ability to realize the foundations of the knowledge-present knowledge and the morals raised in it.

Out of day, for more than two decades, Emil's upbringing is undergun, strictly taking into account the age stages of its development. Rousseau has created its own scale of age-related stages: from birth to 2 years; from 2 to 12 years; from 12 to 15 years; from 15 to 22, from 22 to 24.

Ending the fourth book of Roman, Rousseau warns that the last moment came when Emil must choose a girlfriend of life, and if he permits a mistake, it will be fixed too late. The whole fifth, the last book "Emil" is dedicated to this problem, and we have no right to leave the theory of Rousseau about love, marriage, citizenship of newlyweds.

Emile has been 22 years old, and Rousseau considers this age as the last act of youth. The interchange of this act should be love and marriage. The third main actor appears in the novel - the future girlfriend Emil Sophie, which personifies the perfect type of young woman as Emil - a young man.

Locke believes that when the marriage period comes, there is nothing to do with the educator, he must be removed. Rousseau does not resolutely agree with this and states that "does not intend to follow the Council of Locke at the present case." Emil's girlfriend "Sophie should be a woman just like Emil - a man, that is, she must have all the qualities inherent in human nature and her sex in order to fulfill its appointment in the field of physical and moral." From here, a detailed, complex, interesting theory of similarities and differences between a woman and a man begins. In human qualities, a woman is equal to a man - it is an axiom for Rousseau. Even in the appearance of a woman and a man he sees a significant difference. However, Rousseau comes to the idea that "in the field of civil relations it is impossible to appoint representatives of both sexes on one of the same positions, on the same work, as a result of which the most unbearable abuses arise inevitably." A woman raises children - is it a little position? The child grows in the family and in a big homeland. It is impossible to put a sign of equality between them, but it is impossible to separate them from each other. Family is a small cell, ruin, states; She serves her giant organism. The family must proceed from the interests of the Motherland, the state, and these interests should be manifested in the education of the child. "Does love," says Rousseau, "which we feed on our loved ones, is not a pledge of love for our debris? Isn't a family, the whole little homeland inspires us attachment to the Great Motherland? Is there a nice son, a good husband, a good father is not at the same time and good citizens? " In the question of the situation of a woman in Society, Rousseau remains the son of his century. "Following the suggestions of nature, a man and a woman should act according to, but do not have to do the same thing." Woman and man should be brought up with its equally and different methods.

Rousseau believes that "both sexes have the same abilities," but not equally; To develop in a woman male properties, neglecting its qualities inherent in her, means to act clearly to her. "

In each of the five books "Emil", Rousseau gives a detailed age characteristic of Emil. Also in detail he characterizes Sophie. She has excellent deposits: the heart is the most sensitive, the mind is insightful, character is lightweight, the appearance is ordinary, but pleasant.

Sophie appears in the life of Emil quite in a timely manner, precisely when the hero approached the age border when, under the conditions of age periodization, created by Rousseau, he was supposed to enter into the hours of love in happiness. But the educator, as we know, does not consider it possible to grant Emil to yourself. He does not consider his upbringing completed, and its business performed. When Emil is ready to get married with his beloved, the teacher offers him for two years to leave abroad, and only after he learns about the lives of peoples, states, people, he will be able to marry.

A mentor who returned from a two-year-round travel gives his consent to marriage and suggests living not in the city, but in the countryside. "This is an original way of life of a person," said Rousseau, "he is the most peaceful, the most natural existence, which is the most kind of a person with a unknown heart."

The utopiness of this completion is obvious. But in him, his democratic, the rejection of dogmatic, aristocratic education.

Introducing my heroes to life, Rousseau will say: "I will die with the thought of how many blessings will be able to make Emil and Sophie, staying in their modest asylum, as they revive the village and breathe new forces in the ill-fated postlane."

Completing his grandiose creation, its most carefully developed education system. Rousseau will put in the mouth of Emil's words addressed to his tutor: "... I need you more than ever. You performed your duties: Teach me how to imitate you, and you take a break - it's time! "

Emil ends with these words, and the author supports the foundations of its pedagogical system. One educator forms one citizen, but of this an endless chain of education as a process coming from generation to generation is growing.

But how was the life of Emil and Sophie, brought up and connected in one family on the pedagogical doctrine Rousseau? Have they achieved complete happiness that they thought themselves and to which their mentor was preparing?

Rousseau intended to write a sequel "Emil" in several books, but left us only two email letters to their educator; The second is unfinished.

The continuation of the pedagogical novel was to be called "Emil and Sophie, or lonely." Of the two emils letters to your mentor, we will learn about the tragic destiny of Emil and Sophie. Idyll, which ends "Emil" is destroyed.

What happened, what caused the tragedy? Or in a collision with life, did the educational system not justified? However, Emil writes to his mentor: "I have never been so acutely realized by all the value of your instructions, as in those days when the blows of cruel fate struck me, who kidnapped me, with the exception of my" I ". I am alone, I lost everything; But it remained faithful to himself, and despair did not plunge me in the dust. "

The life of the heroes was corrupted by the corporate influence of a big city. Once in Paris, Emil and Sophie changed dramatically, losing all their advantages. The secular life has corrupted Sophie and turned Emil to a man who is no longer able to love his spouse. They break up.

The novel-treaty "Emil" struck the bare in traditional pedagogy. Rousseau, brilliantly summarizing the pedagogical judgments of his predecessors and contemporaries, created a concept that expressed new trends and aspirations.

The novel should be considered primarily as a statement of Rousseau views on the main points of the formation of a person. Rousseau believed that every newborn human being was excellent and gifted, which should be done by education to make such natural perfection not only not sweating, but also spoiled with new colors. Rousseau saw a special body and spiritual organization in the child, when the formation and development of which should take into account his age and interests, organize the motivating conditions for actions and judgments so as to ensure the transition from the natural, natural state to the state of public. Rousseau believed that the person from birth was inherent in contradictory aspirations (pride and love of neighbor), the harmony of which brings happiness and freedom to him when he does not come out of the outlined border nature. The condition of the effectiveness of such harmony and approval was to be upbringing.

Emil is the perfect character. It is deprived of the shortcomings, protected from the anegous influence of society by natural health. There could be no real prototype of such a hero, I created him by the power of my imagination. Emil, who is alien to the cultural traditions of the outgoing society, which relies on its own common sense, is actually a voltopic, founded at the reasonable principles of society. Emil is incomocial, it is a creature without particular, capable of naturally entering the coming society, the Society of Happiness and Freedom. Rousseau believed in such a prospect of mankind, and his education program was consolidated with such a prospect.

Rousseau strongly rejected the existing system of upbringing.

Emil is the main pedagogical essay of Rousseau. But the topic of educating a person is present in his other works, expanding our idea of \u200b\u200bthe pedagogical views of the Grand Enlightenment.

Rousseau views on purpose, tasks, the methods of education played a big role in the development of pedagogy of the late XVIII - early XIX century. Criticism of the estate-feudal system of education, who suppressed the identity of the child, the spirit of humanism and democracy, hostility of dogmatism and scholasticism, the requirement to enhance the training, his relationship with life, with personal experience of the child, calling for parents to become active educators of their children, to serious labor education, which were The values \u200b\u200bof the pedagogical creativity of Rousseau, opened ways to develop advanced theory and education practices.

The name Jean-Jacques Rousseau Already at the beginning of the second half of the XVIII century. It became known in Russia. Sumarokov recognized the huge talent of Rousseau. Radishchev quoted a "social contract". "In the democratic program, Rousseau Radishchev attracted a merciless denial of the entire feudal order and the idea of \u200b\u200bdirect abundance, the idea of \u200b\u200bthe people" in the national person of it "as the source and the sovereignty carrier. These ideas were forever entered the political consciousness of Radishchev, "writes Y. Lotman *.

The Russian historian and writer Karamzin, who personally knew Immanuel Kant and Wolfgang Goethe, admired the genius of the great Frenchman, believed that Rousseau foresaw the Great French Revolution. "Rousseau! Rousseau! Your memory is now kind of person; You died, but your spirit lives in Emile, but your heart lives in Eloise **.

Interest in Rousseau in Russia never faded. Lion Tolstoy at the end of life was recognized that he was under the strong influence of Rousseau. "I read all Rousseau, yes, all twenty volumes, including the" Music Dictionary "," Tolstoy said. "I not only admired them; I triggered him: in fifteen years I wore a medallion on my chest with his portrait as samples "***. For Tolstoy, as he himself wrote, "Rousseau and Gospel - two are the strongest and beneficial influences" on his life. "Rousseau does not age. More recently, I had to re-read some of his works, and I experienced the same sense of lifting spirit and admiration, which I experienced, reading him in early youth "****.

It is well known to the huge authority of Rousseau in Russia. Rousseau's creations for the last more than 200 years interested everyone who thought. Even his mistakes and paradoxes have met an interest and understanding. He could not love him, but considered to be a mentor. He conquered his humanism, democracy, humans. "In his delusions themselves, sparks of passionate person," wrote Karamzin *****.

Chernyshevsky called Rousseau ingenious, spoke of his tender love for people and wrote that Rousseau "nothing but long-ingenious, did not give ... to print" ******.

* Lotman Yu. M.Rousseau and Russian culture of the XVIII - early XIX century. - In the book: Rousseau Zh.-zh.Treatises, p. 567.

** Cyt. by: Rousseau Zh.-zh.Treatises, p.582.

*** ibid, p. 555-556.

**** There is also, p. 601.

***** ibid from.582.

****** There is also, p. 599.

Of great interest were the works of Rousseau among the teachers of Russia. The close attention of the Pedagogy of Rousseau, the "great connoisseurs of human passions", was given to K. D. Ushinsky. A qualitatively new stage of studying the Pedagogical heritage of Rousseau began teachers-Marxists. N. K. Krupskaya in the work "Folk Education and Democracy" paid special attention to the views of Rousseau for labor education. Soviet pedagogical science develops and creatively uses the progressive ideas of the Great Teacher.

For modern mankind Rousseau - history, but always a living story. They are treated as an immortal inspirer of progress, freedom, happiness, humanism.

G. N. Dzhibladze

In his novel, Jean-Jacques Rousseau thoroughly describes the ideal of upbringing a new person. It is worth saying, the novel enjoyed substantially popular and in its times and after, many ideas were used in practice in different countries.

At the heart of the story of the upbringing of Emil's care. In the very novel in the form of dialogues, situations and reasoning, pedagogical ideas Rousseau are set out. The book is made of four parts, in the stages of the child's adult:

• up to two years;
• 2-12;
• 12-15;
• 15-18.

In the first part, Rousseau speaks of the benefits of naturalness. When the child is completely small, it only needs care and the ability to provide natural needs. Rousseau against diapers and feeding on a schedule, he calls on to afford the nature of the act and only help in this, and not create unnecessary habits and stiffness.

In the second period (parts), you need to continue to develop the health of the child, and the upbringing is also natural, that is, not to decline a particular child to something not to force. Even the punishment is absent, the child is studying on the consequences of its own actions. For example, if he broke the chair, then in the future he will be sitting on the floor.

Also in this part of Rousseau, it turns out about the opportunity to instill with children deeper inevitability such as a sense of property. In the novel, the sense of property is described through an example with Emil and Gardener Gobere, who wanted to take a piece of land where the gardener grown melons.

In the third part, the child took place mentally and physically, can actively comprehend the world, but he lacks morality. Rousseau describes the opportunity to provide a child to choose the items to study and also a method where much is studied in practice, for example, biology through affordable plants.

In the fourth part, the moral education begins, which, in Rousseau, includes: good feelings, good judgments, good will. It is to develop these qualities that need to strive and educate a person, and not a representative of some class. It is necessary to bring up feelings and aspirations, but not to impose anything in the sphere of religion, as the reasonable person will be able to come to the right conclusions.

There is also a fifth part that is devoted to the upbringing of girls. There is talking about the bride of Emil Sophie. For women, the main qualities are obedience and dependence on others (respectively, from a man) Therefore, Rousseau did not see any special requirements for intellectual development and a comprehensive upbringing of representatives of the beautiful half of humanity.

Picture or Figure Rousseau - Emil, or about upbringing

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Jean-Jacques Rousseau (1712-1778) -Huby Thinker, Humanist and Democrat - adhered to the theory of natural law. He argued that in the initial, or "natural state", people were equal among themselves, they differed in the purity of the morals and were happy. But in the future, the private ownership of the world divided the world on the rich and poor, which led to inequality in society, to damage the morals. This was also facilitated by the development of culture and science of feudal society. In general, Rousseau did not deny the positive importance of culture in the history of mankind, but he sought to prove that the activities of scientists and artists could be fruitful, would become a useful people if it was subordinated to social goals.

The basis of pedagogical views Rousseau is the theory natural upbringing Which is closely related to his social views, with his teaching about the natural law Rousseau, argued that the person would be born perfect, but modern social conditions, the existing education urges the child's nature. Education will promote its development only if it becomes natural, nature-like.

In the upbringing, Rousseau believed, nature, people and things participate. "The internal development of our abilities and our bodies is the upbringing received from nature, he wrote, - learning how to use this development, there is education from people, and the acquisition of our own experience regarding items that give us perceptions, there is upbringing from of things". Education performs his role then considered Rousseau when all three decisive factors would act coordinated.

Understanding Rousseau Natural, Natural Education differs from the interpretation of him by Komensky, unlike the Czech teacher, Rousseau believed that to educate nature-accordingly means to follow the natural course of the nature of the child himself. He demanded a careful study of the child, good knowledge of its age and individual characteristics.

Recognizing that human nature is perfect, Roussely idealized the nature of the child and considered it necessary to take care of creating conditions in which everyone inherent in the birth of the deposit could unhindered to develop a teacher should not impose his views and beliefs, ready-made moral rules, but should provide him The opportunity to grow and develop freely, according to its nature and, if possible, eliminate everything. That this may interfere. Natural upbringing is and free upbringing.

In Rousseau, the educator needs to act so that children make the power of necessity, the logic of the natural course of things, i.e., you need to widely use the "natural submission" method, the essence of which is that the child himself felt the result of his wrong actions, inevitably arising because of this harmful effects for him. In fact, Rousseau put the child dependent and from things

and from the mentor constantly at it. For the pupil, only the visibility of freedom was preserved, since he had to do in accordance with the desire of the educator "without a doubt ..- wrote Rousseau, - he should only want to want to make it." Thus, it is an educator, affecting his pupil indirectly, encourages it to a versatile manifestation of activity and amateur performance.

The educator, to whom Rousseau assigned a big role in the formation of a new person, should clearly imagine the goal standing before him. He must give a pupil not a class, not professional, but universal Education. This requirement in the time of Rousseau was undoubtedly progressive.

Natural upbringing described by Rousseau in his work "Emil ..." is carried out on the basis of the age periodization proposed by them. Going away from the characteristic features of children's nature on various levels of natural development, Rousseau established four ages in the child's life. Having determined the leading start for each stage of development, he in accordance with this indicated that the focus of the educator should be directed.

The first period is a birth up to 2 years, before the emergence of speech. During this period, Russo preferentially considered it necessary to pay physical Education Child.

The second period - from 2 to 12 years, Rousseau figuratively calls "Single Mind." Believing that during this period the child is still not capable of distracted thinking, Rousseau offered mainly develop his external feelings.Third period - from 12 to 15 years. At this age the focus needs to be given mental and labor education.

The fourth period is from 15 years before the age of majority, on the terminology of Rousseau, the "period of storms and passions". At this time, it should be put forward to the fore moral educationboys.

This age periodization was a step forward in comparison with the periodization established by Komensky. For the first time, Rousseau tried to identify the internal laws of the child's development, but at the same time he did not deal with a deep study of the characteristics of certain stages of childhood. Subjective protrusion as the main one feature inherent in each age attached a contrived, artificial character of its periodization.

The descriptions of natural education in each of these periods are devoted to special parts (books) of the Roman-Treaty "Emil, or about Education".

In the first book "Emil ... Rousseau gave a number of specific instructions on education in early childhood (up to two years) concerning the main care of the child: its nutrition, hygiene, hardening, etc. The first concerns about the child, he considered Mother must belong, which, if possible, herself feeds it with his milk. "No mother, no baby! He exclaimed. From the first days of the life of the baby, she provides him with freedom of movements, without tightening him tightly swivel; Shows care of his hardening. Ruseo-opponent of the wonder of children. "Teach," he wrote, - children to trials ... Order their bodies against bad weather, climates, elements, hunger, thirst, fatigue. "

Strengthening the baby's body, satisfying his natural needs, should not, however, to indulge in its whims, since the fulfillment of any child's desires can turn it into Tirana. Children, according to Rousseau, are starting with the fact that they make themselves help, and cum by what makes themselves serve. "

From two years, a new period of child's life comes, now the main attention should be paid to the development of the senses. As a supporter of Sensualism Rousseau believed that sensory education precedes mental. "All that is included in human thinking, penetrates there at the reason of the senses ...- he wrote." To learn to think, we need, therefore, exercise our members, our feelings, our bodies that are instruments of our mind. " In the second book, "Emil ... Rousseau described in detail how, in his opinion, the individual senses should exercise. Recommended by him a variety of exercises for the development of touching, vision, he has suggested spending in a natural setting.

Since, considered Rousseau, the mind of the child at this age is still sleeping, then learning is premature and harmful. He was against artificially forcing and developing the speech of children, as this can lead to a bad pronunciation. as well as to misunderstanding them of what they are talking about; Meanwhile it is very important to achieve that they speak only about what they really know

Rousseau artificially disassembled the development of sensations and thinking and expressed inappropriate reality assumption that children under 12 years old are allegedly unable to generalizations and therefore their doctrine should be delayed until 12 years of age.

He allowed, of course, that the child can learn to read and outside the school. But then the first and only one for the book should be "Robinson Cruzo D. Defo - a book, to the greatest extent corresponding to the pedagogical intentions of Rousseau.

Rousseau believed that under 12 years old not only to teach the child, but also give him moral instructions, since he still does not have the relevant life experience. At this age, he considered, the most effective will be the use of the "Natural Subsequent" method, in which the child has the opportunity to experience the negative consequences of his misconduct. For example, if he breaks the chair, you should not immediately replace it with a new one: let him feel it is inconvenient to do without a chair; If he breaks the glass in the window of his room, you do not need to hurry to insert it: let him feel like it became uncomfortable and cold. "It is better to grab, he is a runny nose than grow insane."

The merit of Rousseau is that he rejected boring moralization with children, as well as the harsh methods of influence on them widely used at that time. However, the recommended by him as a universal method "of natural consequences cannot replace all the diverse methods that inflict the child's ability and the skills of circulation of things, communicating with people.

Aged 2 to 12 years old, children should get to know personal experience with natural and some public phenomena, develop their external feelings, show activity in the game of games and exercise, carry out satisfied agricultural work.

The third age period, from 12 to 15 years, according to Rousseau, the best time for learning, since the pupil appears over the strength of the forces to be directed to the acquisition of knowledge. Since this period is very short, then from numerous sciences you need to choose those that the child will be able to study with the greatest benefit for it. Rousseau also believed that the teenager, which is still familiar with the area of \u200b\u200bhuman relations, is not available, humanitarian sciences, in particular the story, and therefore he suggested studying the science of nature: geography, astronomy, physics (environmental education).

The purpose of the mental education of Rousseau considered the awakening of the teenager of interest and love for the sciences, its armament by his method of acquiring knowledge. In accordance with this, he offered to fundamentally rebuild the content and methodology for learning on the basis of the development of amateur activities and the activity of children. The child acquires knowledge of geography, getting acquainted with the surroundings of the village in which he lives; He studies astronomy, watching the star sky, sunrise and sunset; Mastering physics, putting experiments. He rejected the textbooks and always put the pupil in the position of the researcher, who opens the scientific truths. "Let him," said Rousseau, - it does not care about you, but through myself; Let him not memorize science, and invents her himself. " This requirement Rousseau expressed his passionate protest against the feudal school, torn off from life, from the experience of a child. The persistent recommendations of Roussely to develop in children observation, curiosity, activity, to stimulate the production of independent judgments were undoubtedly historically progressive. But at the same time, erroneous provisions are contained in the views of Rousseau on education: he failed to associate a limited personal experience of a child with experience, accumulated humanity and reflected in the sciences; Recommended to begin the mental education of children at a very late age.

In 12-15 years, a teenager, along with learning, should receive and labor education, the beginning of which was laid in the previous period. Democrat Rousseau considered the work as a public responsibility of every person. According to him, every idle citizen is a rich or poor, strong or weak - there is a Plut.

Rousseau believed that the participation of a teenager in the work activity of adults will give him the opportunity to understand modern public relations, "he will be able to have respect for workers, contempt for people living on someone else's account. In labor, he also saw an effective means for the mental development of the child. (Emil should work like a peasant, and think, as a philosopher, Rousseau said.) Rousseau believed that the teenager should be seized not only by some kinds of agricultural work, but also by receiving crafts. The most suitable in this case, he said, is a carpentry craft: it extensive enough body, requires dexterity and ingenuity, the joiner makes useful for all things, and not luxury items. Having learned the joinery craft as the main, the child can then get acquainted with other crafts. It follows in the natural work environment, in the workshop of the artisan, coming to the life of the labor people, approaching him.

15 years is the age when you need to educate the young man for life among people of that social layer, in which he will still have to live and act. Rousseau put three main tasks of moral education: the production of good feelings, good judgments and goodwill. To the fore He put forward the development of positive emotions, which, in his opinion, contribute to the initiation of a humane attitude towards people, to upbringing kindness, compassion for the disadvantaged and oppressed funds, "Rousseau's education serve not to morals, and immediate contact with human fellow and misfortune , as well as good examples.

Raising women

Thoughts Rousseau about the upbringing of a woman (the bride of Emil) were determined by his views on the nature of a woman's social purpose. It consists, according to Rousseau, in being a mother, to keep the economy, create a family comfort, like and be a useful husband. Therefore, the natural upbringing of the girl, he considered it a fundamentally differ from the education of a young man, in the girl you need to raise obedience and humility, willingness to learn other people's views, even if they do not coincide with her own.

In order for a woman to give birth to healthy and strong children, so that it acquires natural beauty and grace, the corresponding physical education is necessary. She does not need any serious mental classes. Rousseau extremely limited the formation of the bride of Emil, but he believed that since childhood it should be trained to teach her religion; The views of the girl in this area are entirely determined by the authority of people whose subordination she is. Any girl, according to Rousseau, must confess the religion of his mother, and every wife is a religion of her husband. Thus, putting the goal to raise a free independent citizen from a boy, Rousseau simultaneously refused to make a woman in independence.

Rousseau views on the appointment of a woman in society and her upbringing is very conservative. Resting against the corrupted morals that dominated in his time among the top nobility and the clergy of France, Rousseau built an ideal, a modest, unlawful woman belonging to the third class, but he illegally opposed the upbringing of the young man and the girl.

The meaning of the pedagogical theory of Rousseau

Despite a number of contradictions and erroneous provisions that are inherent in the pedagogical ideas of Rousseau, the latter have historically progressive importance and have a great influence on the subsequent development of pedagogical thought.

Rousseau subjected to a critting criticism of the exhausting feudal system of education, the overwhelming personality of the child: the estate restrictions in the field of education, verbal training, dogmatism and a cramp, wandering discipline, corporal punishment.

Expressing the views of advanced people of their time, he made a passionate call to free a person from the feudal oppression, protect childhood rights. Rousseau called for love to relate to the child, carefully study his age and individual characteristics, to reckon with his needs.

He emphasized the need to educate the senses of children, develop their observation, to stimulate the development of independent thinking in children, creative forces.

Very important were the requirements of Rousseau to give the formation of a real nature, to associate him with life, develop the activity and amateurness of children in the learning process, prepare them to work as a public responsibility of every citizen.

However, not all statements of Rousseau we can recognize the correct, for example: its requirement of individual "free education, the denial of the need for various pedagogical impacts, except for indirect, opposition-personal experience of the child's experience of all mankind, the underestimation of systematic knowledge, the removal of the role of a woman in society and flowing Hence the reaction glances on her upbringing.

And yet the ideas of Rousseau on the upbringing of an active, thinking, free man had a huge positive impact on the development of pedagogical theory and practice in many countries, although later were almost completely rejected by bourgeois pedagogy. At the end of the XIX and early XX century. Bourgeoisie, who lost its progressiveness by this time, began to abandon Rousseau heritage or pervert him.

Ideas of free upbringing Jean Jacques Russo (Emil, or about upbringing)

Ideas of free upbringing Jean Jacques Russo (Emil, or about upbringing)

Jean Jacques Rousseau Outstanding Representative, French Educational Movement of the XYIII century. A deep thinker, humanist and democrat, he was passionately indidicated in his works feudal system, dominant social inequality, official religion, the overwhelming identity of the child upbringing.

J. Zh. Rousseau was born in 1712 in the city of Geneva, in the family of watchmaking wizards. Resting in early childhood on the care of uncle, first he studied a notarial cause, but, being unable, was defined in the workshop to Herrave, where he spent three pains. Unable to endure the gross attitude of the master J.Zh.zh. Rousseau ran away from him at the age of 16 and left Geneva. The years of wandering began, during which he changed a number of professions: was a lacker, a scribe, a gutener, a music teacher.

Not receiving systematic school education, J.Zh. Rousseau independently acquired extensive knowledge in the field of philosophy, history, literature and other sciences. In 1941, he moved to Paris, where he became close to progressive philosophers and publicists, supporters of the ideas of the French Education of the XYIII century. For his life, Rousseau created a lot, he was amazing humanity with his masterpieces: "Eloiza", "Yulia, or New Eloiza", "Emil, or about the upbringing", "Confession", treatises. And the first of them - the reasoning "contributed to the progress of science and arts to improving or worsening the morals," in which Rousseau challenged the call to the generally accepted opinion with his negative response.

In the treatise "reasoning about the origin and grounds of inequality between people", Rousseau calls the primitive society by the Golden century. The emergence of private property, separation on rich and poor led humanity to inequality and deteriorated by damage to them. The perfect society that meets the requirements of the mind and built on the beginning of the freedom, equality and fraternity is characterized by Rousseau in the work "On a public contract, or principles of political law". In it, the thinker proclaimed the ideas of the supreme power of the people, which is a vivid testimony of his democratism.

However, Zh.zh. Rousseau spoke in favor of liquidation in the conditions of an ideal society of only major states. Expressing the interests, views and mood of the petty-bourgeois seeds of society, he considered the property, which was produced by personal labor, sacred and inviolable. According to F. Engels, "The State of Mind, - a public contract of Rousseau, - turned out to be in practice only the bourgeois democratic republic. The great thinkers of the XYIII century, as well as their predecessors, could not exit the framework that they put their own epoch. "

In 1762, the pedagogical novel-treatise "Emil, or about the upbringing", which is closely related to the preceding works of J.Zh.zh. Rousseau social and political nature. In this work, he criticized the upbringing carried out in the feudal society, and created a plan for the formation of a new person. Like all French XYIII century enlighteners, J.Zh.zh. Rousseau saw one of the effective means of transformation of society in their upbringing. He dreamed that Emil, having received the right upbringing that corresponds to advanced social ideals, will be able to serve as an example for its fellow citizens and in such a way to contribute to public improvements. Reasonable education is meant Rousseau as a way of public reorganization. In Emile, Rousseau gives the ideal of education in order to enter the society of "Freedom, equality and fraternity". Rousseau pedagogical education Roman

Rousseau was a defector and believed in the existence of God as the root cause of the world and the immortality of the soul. But, adhering to a religion based on the inner sense of man, he exposed religious hypocrisy and a hypocrite, openly opposed dogmatic teachings and rituals, sharply implied the Catholic priests in korestolubia, greed. The Catholic clergy achieved that the work "Emil, or about the upbringing" was subjected to public bodies on one of Paris's areas, Amsterdam gravity was also burned, the remaining books were executed in Geneva. The novel was included in the list of prohibited books, and the author was devoted to Pope Anarathem.

Russian Empress Ekaterina II, reading "Emil", expressed her opinion: "I do not like Emilievsky education ..." - and banned the import of Roman to Russia.

In the novel, two main actors - Emil (from birth to 25 years old) and his tutor, almost all of these 25 years spent next to Emil, up to his marriage on the perfect girl Sofye. For expressions of their pedagogical ideas, Rousseau created in the novel such a situation when the educator begins to raise the child left the orphans from the youngsters, and takes all the obligations and rights of the parents. Emil is thus the fruit of many years of their educator's efforts.

The purpose of the upbringing is determined on the basis of the theory of natural law, i.e. Personal rights to freedom, which she would be able to defend. "Everything comes out of the hands of the Creator, everything degenerates in the hands of a person" - this first line "Emil" indicates that J.Zh. Rousseau would not like to trust the upbringing of the modern society, since it ulods a person and does not reach the goal. And all this is because a person is preparing for "his place" in society according to the position of his parents. Such education is harmful. Rousseau calls for another: "Live - here is the craft to which I want to teach him. Going out of my hands, he will ... neither the judge nor a soldier nor the priest: he will, above all, man ... ". You need to teach the child to endure fate, despise wealth and poverty, live in any conditions. The purpose of the upbringing is the upbringing of a real man, free from prejudices, humane, who would not depend on anyone, but would live by the fruits of his work, would appreciate and knew how to defend his freedom, respects the freedom of others, based on labor.

Children of workers, considered Rousseau, do not need to raise, because they are raised by life. It is necessary to re-educate feudalists, correctly educate their children, and then the world will change for the better. Therefore, the hero of his novel he takes a boy from a notable family, and, on the theory of Rousseau, a mother needs a mother to two years, so in the hands of the tutor falls in a two-year-old. Wragging the child from the bad influence of the city, Rousseau places it on the Lono of Nature, in the village. Thus, raising a person for society, Rousseau raises him out of society.

Who is the educator? Rousseau believes that a person is being formed under the influence of three factors of upbringing: 1. Nature is the heredity with which the child comes into life. 2. Things - wide understanding - this is the environment surrounding Emil. 3. People.

The ideal system of upbringing is the one in which all three factors act in one direction, supporting and complementing one other. The nature of the child is ideal. Beautiful. The child is born free, inquisitive, truthful, kind and responsive. Things - Environment unfair, ugly, contradictory. In the collision of the perfect nature and ugly things, the child flies, therefore, he is glad to isolate it. People - a modern society cannot form a citizen, since there is no Fatherland. Thus, the main factor in the education of J. J. Rousseau considers nature; People and things only create opportunities for education.

Understanding J. J. Rousseau Natural Natural Education differs from the interpretation of Ya. A. Komensesky. I am convinced that everything in nature, including a person and its activities, is subordinated by uniform universal laws, Ya. A. Komensky believed that both pedagogical funds should be naturally like, i.e., to be in accordance with the general instructions of nature.

According to Zh. Zh. Rousseau, to educate naturally meaning: 1) build upbringing, following the natural course of the development of the nature of the child himself - nothing can be made from the outside, it is necessary to help the child, disclose domestic qualities; 2) The main educator is nature, teachers people create conditions for this.

According to J. Zh. Rousseau, natural education is education according to nature; It is necessary to follow the nature of the child, given its age characteristics and selecting individual methods that are most suitable for the spiritual warehouse of a particular child. Each child is born free - this is a natural right, and therefore nonsense, harsh discipline, corporal punishment, as it is violence against personality. The educator should make education so that children make sure the strength of necessity, the logic of the natural course of things. Rousseau demanded to respect the identity of the child, to reckon with his interests and requests - this is the progressiveness of his idea of \u200b\u200bfree upbringing. Humanist and Democrat J. Zh. Rousseau hotly protested against any form of oppressing personality, he spoke with a call to free her from the fantastic feudal pass. This appeal was carried a pronounced progressive character, he corresponded to the interests of the best class of the bourgeoisie.

So the principle of freedom in education leads J. Zh. Rousseau to justify the method of "natural consequences". His essence is that the results of the incorrect actions of the child more convincingly than edifying adults, proved to him that he made a mistake. But the thinker puts the child into dependence not only from things, but also from the mentor constantly at it, while the pupil should not feel coercion. In fact, only the visibility of freedom remains behind it, as he always comes in accordance with the desire of the educator who foresees pre-guides and encourages the child to activity and independence.

Consequently, free education, according to J. Zh. Rousseau, is such a system of direct and indirect influences on the pupil, in which he does not have coercion, does not feel over himself the author of the mentor and has the ability to fully show its independence.

Natural upbringing described by J. Rousseau in the work of "Emil ..." is carried out on the basis of the age periodization proposed by them. Based on the characteristic signs of child nature on a particular stage of its natural development, the thinker set four age periods in the life of the pupil. For each period, he sought to find its most important features to which the guideline should be directed.

The first period of "infancy" - from birth to two years, before the emergence of speech. During this period, preferential attention, as Rousseau considered, it is necessary to pay physical education of the child.

The second period "Childhood" - from 2 to 12 years - figuratively named "Single Mind". Believing that during these years the child is not capable of abstract thinking, it was proposed to develop mainly its external feelings.

The third period of "adolescence" - from 12 to 15 years - J. Zh. Russo mainly devoted to the mental education of Emil.

The fourth period of "Youthman" - from 15 years before the age of majority, on the terminology of J. Zh. Rousseau-period "Storms and Passions". At this time, the moral education of the young man should be put forward to the fore.

In infancy The first concerns about the child belong to the mother, which should be its natural feed. Physical development requires movement, therefore it is impossible to tighten it by diapers, should be booted. Do not hurry nature, forcing the child to speak and walk. No regime, no habits, because the habit is also violence, according to J. Zh. Rousseau.

Childhood associated with the development of sensations, especially with the development of vision as the basis of observation. Legs, hands, eyes are the first Emil Teachers, all the surrounding serves him as a book. So Emil takes lessons from nature, and not in humans. Replace these lessons with books - it means to teach it to use the mind of others, everyone takes on faith and not know anything. Mind tool are sense organs. Attention is paid to the development of fine accurate hearing. In the first period, I wrote J. Zh. Rousseau, you can listen to music, and in the second - play, play music when it feels necessary. Rousseau describes how Emil learned to read. The boy received a note with an invitation for a walk, but did not manage to read, since there was no assistant. Finally, he read a note, but it's too late, the moment went through "Ah, if he knew how to read!" Same - with a letter. Interest in teaching makes it welcome and natural occupation. "Emil's eyes at the tips of the fingers"

Child's clothing should be simple, comfortable, no shocking movements. Let Emil runs barefoot, knows how to jump, climbs on the tree. Thanks to the movement, it develops ideas about height, length, distances, thus, visible is checked with tangles, hearing, etc.

At this age, Emil seizes with two concepts:

• 1) The concept of ownership is implemented on the basis of his experience with the landing of beans in the garden, cultivated by the gardener, cannot be appropriated for someone else's results;
• 2) Disciplines - as the ideas of natural consequences, the child is punished with the results of its misconduct (broken glass, broken stool).

Third age period ( defense), according to J. Zh. Rousseau, - the best time for learning, because The pupil appears surplus the forces to be used to acquire knowledge.

Since this period is very short, those sciences that Emil will be able to study with the greatest benefit for him are chosen. It was assumed to study the science of nature: geography, astronomy, physics (environmental education). Humanitarian sciences, in particular, the story remained unavailable. Thus, the driving force of the learning process from Rousseau - interest: "A strong person is the need for needs less than the opportunities to implement them." The passion for Emil Astronomy, is an example of a phenomenon of magnetism, when the question called interest and requires the necessary knowledge when the practical value of knowledge is aware.

J. Zh. Russo conducted an analogy between the learning process and the process of knowledge (learning - it means to know, include a child in the search). Rousseau believed that the whole process of learning could be reduced to one way - to search, the ability to search, think, to be included in solving problems - these are excellent skills. Building the learning process is only on interest - a difficult task. Rousseau said: "Yes, on interest, but the task of the teacher is to excite the interest of this." In order to develop a teenager inquiry and independence, J. Zh. Rousseau rejected textbooks, ready-made teaching aids in the form of special devices, geographic maps, globes, etc. No book, except for the world, no leadership, except for the facts, argued the teacher. If necessary, Emil will make homemade tools and appliances you need.

At the same time, some glances Zh. Rousseau on education were erroneous. He unlawfully opposed the limited experience of the child's experience, accumulated by humanity and expressed in science. Having identified the method of knowledge of the reality with the method of knowledge of knowledge, he extremely slowed down the pace of Emil's training and actually deprived him of the opportunity to acquire a systematic scientific education.

It should be noted two more features of the learning process from J. Zh. Rousseau. If for Ya.A. Komensky in the learning process was important visual clarity, then for Rousseau - Live World: Sunset, Sunrise, Direct Communication with Nature. The wisdom of the teacher's leadership was, considered Rousseau that the pupil seems to be what he does what he wants, but in fact he does only what he wants his teacher.

Rousseau believed that the work was the duty of every citizen. He considered the workforward to the development of the mental teenager forces. J. J. Rousseau emphasizes that there should be close relationship between physical and mental labor, stating that Emil should work as a peasant, and think as a philosopher. The method of incorporating a child into the atmosphere of labor and towers to a simple person from the people.

At the age of 15 J. G. Rousseau considered it possible to return Emil from the village to the city, since it is already tempered by this time, so as not to give himself to captivate with other people's passions. According to Rousseau, "the teenager will look at them by the Okum of the Wise Mount, not fond of their example and not seduced ..." Rousseau pays a lot of attention to the sexual education of Emil. Assuming to eliminate everything that could provoke a young man, keeping as long as possible chastity.

J. G. Rousseau did not recommend to concern the issues of religion with the pupil to 17 -18-year-old. He believed that reflecting on the wise device of the Universe, the young man himself would come to the thought of her creator and the natural religion, which is the personal matter of every person.

Rousseau allocates three stages: the formation of a good feeling; raising good judgments; Will. Risk good judgments - to teach it, not only empathize, but also correctly assess the situation. This requires knowledge of history and literature. Education of will is associated with the correct actions.

At the end of the novel, a third acting person appears - Sophie. The views of Rousseau on the upbringing of a woman are outlined. It is in the upbringing of a woman Rousseau remains not old feudal positions. The marriage of Rousseau sends Emil on a journey, for two years so that he learned the life of peoples, states, people.

The age periodization proposed by Zh. Rousseau is a step forward compared to the periodization established by Ya. A. Komensky, because the goal is for the first time to identify the laws of developing a child in order to build upbringing. However, J. Zh. Rousseau was not able to understand that the development of the child was carried out in the conditions of social conditionality, which led it to biologization of education. Each of these periods is devoted to the special part (book) in the work of "Emil ...".

In the fifth book, the question of raising the girl Sophie, which in the future becomes an email wife. Thoughts J. Zh. Rousseau about the upbringing of the girl are determined by his views on the nature of the woman and her social purpose. It is to be a mother, to keep the economy, create a family comfort, like and be a useful husband. Therefore, the natural upbringing of the girl is indigenously different from the education of the young man. Education of Sophie comes down to developing her obedience and humility, readiness to learn other people's views.

J. J. Rousseau believed that a woman for the birth of healthy and strong children and the acquisition of natural beauty and grace should be given to the appropriate physical education. Her spiritual formation should be aimed at raising the elegant mind and the development of such qualities as meekness, fasciance, obedience. Arriving that Sophie has a pleasant mind, but without a brilliance, solid, but without depth, J. Zh. Russo extremely limited her education. Emil's bride to dating him read only two books. Unlike men, a woman should be guided by public opinion, her book is light. Since childhood, Sophie begin to train religion: her views in this area are entirely determined by the authority of people, in whose subordination it is located.

Considering that science and social activities are not a vocation of a woman, the author fills the time of Sophie with household, sewing, embroidery, weaving lace. These classes are designed to promote her good taste, which should contribute drawing, music, singing, dancing. The girl, according to the teacher, should not chase the fashion, and always dress simply, but to face.

Persons J. Zh. Rousseau on the appointment of a woman in society are distinguished by conservatism. Relieving against the depravity of the morals of the Higher Nobility and the clergy of France, he erected the ideal of a modest and moral woman belonging to the Third Society. J. Zh. Rousseau illegally opposed each other upbringing of young men and girls.

In the pedagogical theory of Zh. Rousseau there are erroneous provisions. These include allegations that all children are born perfect; Initial education should be negative; opposition to the personal experience of the child's experience of all mankind; underestimation of the educational book and systematic knowledge; Underwilling the role of a woman in society and conservative requirements arising from here on its upbringing.

Despite a number of contradictions, and erroneous provisions that are inherent in pedagogical ideas in J. Rousseau, they have historically progressive importance. In France, the ideas of J. Zh. Russo were highly appreciated by the Jacobins, who were reflected in the reorganization projects of the national education. The very existence of the idea of \u200b\u200bfree education is a sign of the free thinking of the author. Pedagogical theory Rousseau has never been embodied in the form in which the author introduced it. But he left the ideas perceived and developed by other enthusiasts, and in different ways used in the practice of education and training, albeit in the simplified version.

At the end of the XIX-early XX century, the ideas of J.ZH. Rousseau began to be depicted in pedagogical literature most often as unreal, utopian. Moreover, under Upopia was understood "not only what is really utopian in the works of Rousseau, but also his democracy, his respect for the" man ", before" labor ".

Literature

• 1. D.I. Latin - History of Pedagogy and Education 2007 Moscow Gardarika
• 2. V.A. Popov - History of Pedagogy and Education 2010 Moscow Edition Center Academy
• 3. Z.I. Vasilyeva-History of Pedagogy and Education 2009Moscope Center Academy