Jeśli nie naiwność, to co? Próba rekonstrukcji idei dziecka u J.J. Rousseau

Journal Title: Problemy Wczesnej Edukacji - Year 2015, Vol 30, Issue 3

Abstract

Categories of childlike innocence, immaturity and helplessness, which constitute the idea of a child accepted in Western societies, are regarded as obvious and undisputed. However, more and more often their obviousness is questioned by modern researchers, particularly the representatives of the new sociology of childhood, including A.W. Corsaro, A. James, C. Jenks, A. Prout, J. Qvortrup. They move away from the universal vision of an innocent child and emphasize the variety of ways of experiencing and understanding the world by children living in different social and cultural contexts. Therefore, they present the possibility to include such categories as competence and autonomy in the considerations on the construction of the image of a child. The author, assuming the above mentioned research perspective, attempts to read Rousseau’s idea of a child in the context of three pairs of contradictory categories: innocence/corruption, immaturity/competence and dependence/ autonomy. Going out of the category of child innocence makes it possible to notice that children are not only victims of aggression, but sometimes they are aggressors; that they not only submit to others, but also influence what is happening to them and around them; that they are endowed with the ability to cause events and in the same time, to be innocent and helpless beings to some extent. Such findings prove that going beyond innocence in the considerations on the child’s nature and examining it in the context of a wider range of categories is valid and legitimate. They also point at the ambiguity and complexity of the child’s nature, which allows us to question the obviousness and universalness of the idea of a child as a being that is innocent, immature, dependent and devoid of the ability to influence events.

Authors and Affiliations

Małgorzata Kowalik-Olubińska

Keywords

Related Articles

Rozwijanie mądrości a podstawa programowa wychowania przedszkolnego

The author would like to draw the reader’s attention to the need to introduce Teaching for Wisdom into Polish education under the current core curriculum. The analysis of the records in the core curriculum of preschool e...

Social issues in children picturebook apps and their reception by the parents of children in early education

The aim of the paper was to assess the growing interest – among both the general public and academia – in the phenomenon of picturebook apps, i.e. products for children dedicated to mobile devices with touchscreens. As t...

Gdy słowa wiodą na manowce. Krótka rzecz o pułapce polskiej metodyki

The text is an attempt to analyse the language of the Polish core curriculum for primary schools and the language of teaching methodology, created by the core curriculum, as a source of stereotype thinking about school a...

Jean-Jacques Rousseau and his ideas in the spectrum of the pressing challenges of our time: to the postulates of modern psychological and pedagogical interaction

The personality and creativity of Jean-Jacques Rousseau are multifaceted, sometimes difficult to structure and observe in modern humanistic theorizations, although the idea of a special social function of personal sovere...

Diagnoza i ochrona dziecka z traumą rozwojową w polskim systemie oświatowym/Diagnosis and protection of the child with traumatic development in the Polish educational system

The aim of this article is to diagnose the symptoms of disorders and functioning of children at risk and traumatic development in the Polish educational system, as well as to identify possible legislative solutions relat...

Download PDF file
  • EP ID EP79284
  • DOI 10.5604/01.3001.0008.9216
  • Views 75
  • Downloads 0

How To Cite

Małgorzata Kowalik-Olubińska (2015). Jeśli nie naiwność, to co? Próba rekonstrukcji idei dziecka u J.J. Rousseau. Problemy Wczesnej Edukacji, 30(3), 63-74. https://europub.co.uk./articles/-A-79284