{"id":54043,"date":"2020-09-16T08:00:16","date_gmt":"2020-09-16T15:00:16","guid":{"rendered":"https:\/\/world.edu\/?p=54043"},"modified":"2020-09-15T13:13:45","modified_gmt":"2020-09-15T20:13:45","slug":"learning-from-experience-when-schools-take-up-rousseaus-lesson","status":"publish","type":"post","link":"https:\/\/world.edu\/learning-from-experience-when-schools-take-up-rousseaus-lesson\/","title":{"rendered":"Learning from experience: when schools take up Rousseau’s lesson"},"content":{"rendered":"

\"\"<\/p>\n

Experience is what transforms me as I transform the world.\u00a0It is an\u00a0experience<\/a>\u00a0, which translates into activities, but also in communication: my transformation is only complete if I can express it to others, by finding the right words.\u00a0Thus the valuation of acquired experience, or VAE – which allows employees to have their progress in the field recognized by certification – is only possible if I know how to formulate the activities that trained me with the vocabulary of the profession. , in a work situation.<\/p>\n

Universities, French grandes \u00e9coles, and even vocational high schools, have understood the importance of integrating experience into training courses to professionalize their students.\u00a0Whether it is internships, workshops with machine work, involvement in an association or group work, students become aware of an organization modeled on the framework of the company, this which allows them to acquire skills that they can transfer there.<\/p>\n

The methods of training, as set out in article 4 of the\u00a0law of 2018<\/a>\u00a0\u201cFor the freedom to choose one’s professional future\u201d are already germinating in our educational institutions: the work-based training action improves the internship, collaborative platforms are like distance learning.\u00a0In both cases, the pupils develop a know-how, an activity in situation which initiates the transformations by the environment, principle of the experiment.\u00a0This approach to education is an opportunity to reread a classic of philosophy, which is at its foundation: the\u00a0Emile<\/em>\u00a0, by Rousseau.<\/p>\n

Confront with nature<\/strong><\/h4>\n

In the wake of John Locke and before John Dewey, Rousseau promotes training through experience.\u00a0In\u00a0\u00c9mile<\/em><\/a>\u00a0, he tells the story of the education of an imaginary child, \u00c9mile, whom he wants to train, beyond the contingencies of manners and particular morals, to live in harmony with nature.\u00a0Rousseau wants to teach, through \u00c9mile, to be a man in the full sense: “he will be first of all a man: everything that a man should be”.\u00a0The philosopher wants, for his imaginary child, a manual trade: it will be that of carpenter.\u00a0He will learn it at the “age of strength” between 12 and 15 years old.\u00a0How does Rousseau prepare \u00c9mile for this profession?<\/p>\n

D\u2019abord, Rousseau lui donne une \u00e9ducation g\u00e9n\u00e9rale\u00a0: sensible, morale, intellectuelle, corporelle. \u00ab\u00a0\u00c9mile a peu de connaissances mais celles qu\u2019il a sont siennes\u00a0\u00bb. Il les apprend au contact de la nature, par l\u2019activit\u00e9 et la d\u00e9couverte. Son enseignant lui montre les r\u00e9alit\u00e9s plus qu\u2019il ne les lui raconte, il lui fait \u00e9prouver les choses pour qu\u2019il en acqui\u00e8re l\u2019exp\u00e9rience. L\u2019\u00e9ducateur pr\u00e9pare la situation naturelle pour amener \u00c9mile \u00e0 vivre l\u2019exp\u00e9rience formatrice, l\u2019action \u00e9ducative est indirecte.<\/p>\n

The peasant model is taken by a Rousseau who should have been a craftsman: \u201cThere is no small peasant with twelve who does not know how to use a lever better than the first mechanic of the Academy.\u00a0“.\u00a0Rousseau recommends the experience of nature, the discovery, by oneself, in a rural world, where the sensitivity of the future carpenter can flourish.\u00a0This is the paradox of Rousseau, who has often been criticized for not having educated a child, who offers an education, through words and books, recommending training through practice and experience.<\/p>\n

\"\"

Plaque by Jean-Jacques Rousseau issued by Geneva in 1912. Chris Bertram \/ Wikimedia<\/p><\/div>\n

As in educational institutions, where the imagination of professional organizations is highly developed by teachers who do not always have concrete and lived experience, Rousseau speaks of a nature that is sometimes more dreamed of than worked.\u00a0The reading experience is closer to Virgil than to Hesiod.\u00a0These are two distinct cults of nature, because they do not engage the reader in the same way: for the first, it is a question of making it intelligible, for the other, of transforming it.<\/p>\n

Education through reverie of country walks is not education through labor in the fields.\u00a0Rousseau is located halfway since he is a scholar dreaming of an imaginary \u00c9mile who would learn in nature.<\/p>\n

Veracity of the experience<\/strong><\/h4>\n

This ambiguous relationship to a reality of reference, nature as well as the world of work, raises the question of the veracity of the experience.\u00a0Can a role play or a representation of reality be as formative as a direct confrontation with professional issues?\u00a0But we know, from the Enlightenment controversy in the theater, that Rousseau prefers the real experience (work, nature, village, party, etc.) to the factitious, artificial experience that the Geneva stages offer, even if they have educational aims.<\/p>\n

Rousseau would he have denounced the theater of improvisation and the scenarios in teaching?\u00a0What is the degree of reality to be accorded to these formative practices?\u00a0Is the emotional, emotional, sentimental ordeal strong enough to lastingly permeate the students and thus prepare them as well as possible for their future profession?<\/p>\n

Research<\/a>\u00a0for the National Conservatory of Arts and Crafts has shown how Rousseau is more critical than the other philosophers of his century when it comes to educating in good morals through shows (the theater of the time, before television and cinema today), learn to control your emotions through group work and, ultimately, develop a dramatic skill that is nothing other than knowing how to live together and a sense of collective work.\u00a0\u00c9mile remains alone in nature and this is one of the limits of the Rousseauist experience.<\/p>\n

As we can see, preparing for the arts of a trade, for the skills of a profession, is not easy.\u00a0The experience must be strong and true;\u00a0while anticipating the realities to come.\u00a0At best, it fits into a work situation designed for learning, even simulated and prepared as Rousseau recommends for \u00c9mile.\u00a0Experience then makes it possible to experience the reference work environment even more than to prove oneself there.<\/p>\n

Experience is probable;\u00a0she learns to believe in her heart and in her deep feelings about the realities of work in order to transform orientation into vocation through the progressive engagement effect of the device.\u00a0Experience and action form the body: active discovery is more motivating than theory and its transcriptions alone, the incorporation of experiences is fundamental.\u00a0So the theory of work is only valid as a practice.<\/p>\n

The observation is first of all a participation to constitute a real experience in situation.\u00a0The updating of these considerations suggests that lifelong training rests, for the teacher as for the pupils, on the test of work, or the expertise of the experiment.<\/p>\n

Author Bio:<\/strong> Olivier Marty is a Lecturer, UE \u201cPhilosophy of Education\u201d at Aix-Marseille University (AMU)<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Experience is what transforms me as I transform the world.\u00a0It is an\u00a0experience\u00a0, which translates into activities, but also in communication: my transformation is only complete if I can express it to others, by finding the right words.\u00a0Thus the valuation of acquired experience, or VAE – which allows employees to have their progress in the field […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":54044,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[357395],"coauthors":[11733],"class_list":["post-54043","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-rousseau"],"acf":[],"yoast_head":"\nLearning from experience: when schools take up Rousseau's lesson - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/learning-from-experience-when-schools-take-up-rousseaus-lesson\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Learning from experience: when schools take up Rousseau's lesson - 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