A Research On Rousseau’s Subjectivity Educational Thought

This thesis chooses Rousseau’s subjectivity educational thought as the research point, primarily because of my attention on him and the tendency of present educational reform. As the concerned educator and thinker of education history, the later have done countless research on Rousseau’s ideology of naturalism education, but lack of the systematical combing of his subjectivity educational thought, which makes my study possible and necessary.This thesis is divided into six parts. The first part discusses the origin and significance of this study, and comb through the references of both domestic and foreign scholars on Rousseau’s ideology of naturalism education and subjectivity educational thought. On the basis of my definition of the relative concept of Rousseau’s subjectivity education, I have put forward my opinion on Rousseau’s subjectivity educational thought.The second part summarizes the theoretical foundation of Rousseau’s subjectivity educational thought. This thought and his ideology of naturalism education are bound together inextricably. Rousseau’s virtuous humanity thought, the idea of liberty, and sense experience epistemology provide the basis and possibility of the implement of subjectivity education; while his view of "children-centered" directly points the subjectivity educational thought, treating children as the center and subject of educational activity.The third discusses the connotation and features of Rousseau’s subjectivity education. It sketches out the connotation and then analyzes the four aspects features. Education is an activity, which cultivates children to be free and independent, which facilitates the development of children’s nature, and which promotes the children’s initiative and comprehensive development.The forth part mainly analyzes the connotation and characteristics of the purpose of Rousseau’s subjectivity education. Rousseau carried out his subjectivity education for promoting children as the subject of educational activity and giving play to their subjectivity role, which bringing up children’s independence and self-education in the end. The purposes directly reflect on the children’s happiness, autonomy and creativity, and the final self-actualization.The fifth part is the central part of this thesis, analyzing and generalizing the approaches of Rousseau’s subjectivity education, which includes the five following parts about how Rousseau implement his subjectivity educational thought in specific teaching activity, nature teaching, freedom teaching, activity teaching, discovery teaching and autonomous teaching. The main point of teaching is on the initiative study of children, which along with teachers, who play the role of guide and facilitator.The sixth part is the conclusion part. The author analyzes the historical status of Rousseau’s subjectivity educational thought and concludes its contemporary enlightens from the above. Although there are some limitations, Rousseau’s subjectivity educational thought provides significant references on today’s educational reform and development.