Rousseau is often portrayed as an educational and social reformer whose aim was to increase individual freedom. In this volume David Gauthier examines Rousseau's evolving notion of freedom, where he focuses on a single quest: Can freedom and the independent self be regained? Rousseau's first answer is given in Emile, where he seeks to create a self-sufficient individual, neither materially nor psychologically enslaved to others. His second is in the Social Contract, where he seeks to create a citizen who identifies totally with his community, experiencing his dependence on it only as a dependence on himself. Rousseau implicitly recognized the failure of these solutions. His third answer is one of the main themes of the Confessions and Reveries, where he is made for a love that merges the selves of the lovers into a single, psychologically sufficient unity that makes each 'better than free'. But is this response a chimaera?

Focuses not so much of the professional aspects of teaching, but on the learning aspects of an education student's initial teaching experience. Covers an overview and getting started, making the most of the opportunities, managing difficult situations, preparing for assessment, and looking forward to the next stage. No index or bibliography. Annotation copyright by Book News, Inc., Portland, OR

Shaped by political concerns of today, this is an informed but provocative take on theatre history and theatre's social function.

Rousseau and Geneva reconstructs the main aspects of Genevan socio-economic, political and religious thought in the first half of the eighteenth century. In this way Dr Rosenblatt effectively contextualizes the development of Rousseau's thought from the First Discourse through to the Social Contract. Over time Rousseau has been adopted as a French thinker, but this adoption obscures his Genevan origin. Dr Rosenblatt points out that he is, in fact, a Genevan thinker and illustrates that Rousseau's classical republicanism, his version of natural law theory, his civil religion and his hostility to the arguments of doux commerce theorists are all responses to the political use of such arguments in Geneva. The author also points out that it was this relationship with Geneva that played an integral part in his development into an original political thinker.

On his famous walk to Vincennes to visit the imprisoned Diderot, Rousseau had what he called an “illumination”—the realization that man was naturally good but becomes corrupted by the influence of society—a fundamental change in Rousseau’s perspective that would animate all of his subsequent works. At that moment, Rousseau “saw” something he had hitherto not seen, and he made it his mission to help his readers share that vision through an array of rhetorical and literary techniques. In Rousseau’s Reader, John T. Scott looks at the different strategies Rousseau used to engage and persuade the readers of his major philosophical works, including the Social Contract, Discourse on Inequality, and Emile. Considering choice of genre; textual structure; frontispieces and illustrations; shifting authorial and narrative voice; addresses to readers that alternately invite and challenge; apostrophe, metaphor, and other literary devices; and, of course, paradox, Scott explores how the form of Rousseau’s writing relates to the content of his thought and vice versa. Through this skillful interplay of form and content, Rousseau engages in a profoundly transformative dialogue with his readers. While most political philosophers have focused, understandably, on Rousseau’s ideas, Scott shows convincingly that the way he conveyed them is also of vital importance, especially given Rousseau’s enduring interest in education. Giving readers the key to Rousseau’s style, Scott offers fresh and original insights into the relationship between the substance of his thought and his literary and rhetorical techniques, which enhance our understanding of Rousseau’s project and the audiences he intended to reach.