Educational philosophy in the French enlightenment : from nature to second nature / Natasha Gill.

Print version record.

Includes bibliographical references (pages 279-295) and index.

Cover -- Contents -- Acknowledgments -- Introduction -- Part 1 The Educational Philosophy of John Locke -- Prologue: Locke8217;s Educational Theory -- 1 The Natural External -- 2 Locke -- Part 2 Early Enlightenment Educational Theory -- Prologue: Sources of French Educational Thought -- 3 Childhood and Education -- 4 8220;The Limits of Reform8221; -- Part 3 The Educational Philosophy of 201;tienne-Gabriel Morelly -- Prologue: Educational Theory at Mid-Century -- 5 Morelly and Individual Education -- 6 Morelly and Social Education -- 7 Morelly and the Politicization of Education -- Part 4 The Helv233;tius8211;Rousseau Controversy -- Prologue: The Scandal Over Helv233;tius8217;s De l8217;Esprit -- 8 Helv233;tius8217;s De l8217;Esprit -- 9 Rousseau8217;s Emile, Books I8722;III -- 10 Emile, Books IV8722;V -- Part 5 The Crisis of 1762 -- Prologue: The Expulsion of the Jesuits -- 11 The Influence of Educational8211;Philosophical Concepts -- Conclusion Disciples and Critics -- Appendix 1 Rousseau8217;s Appropriation of Morelly -- Appendix 2 Helv233;tius8217;s Critique of Rousseau8217;s Educational Theory -- Appendix 3 Education in the Encyclop233;die -- Works Cited -- Index.

Natasha Gill offers the first comprehensive analysis of French educational thought before Rousseau. She situates Emile in the context of a pedagogical debate that had been under way for a century before its publication, reveals the importance of key transitional figures such as Étienne-Gabriel Morelly, and shows how French theorists came to see education as a vehicle through which individual liberation, social harmony and political unity could be achieved.

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