Fully updated and revised, the second edition of New Learning explores the contemporary debates and challenges in education and considers how schools can prepare their students for the future. New Learning, Second Edition is an inspiring and comprehensive resource for pre-service and in-service teachers alike.

The rise of modern science created a crisis for Western moral and political philosophy, which had theretofore relied either on Christian theology or Aristotelian natural teleology as guarantors of an objective standard for &"the good life.&" This book examines Rousseau's effort to show how and why, despite this challenge from science (which he himself intensified by equating our subhuman origins with our natural state), nature can remain a standard for human behavior. While recognizing an original goodness in human being in the state of nature, Rousseau knew this to be too low a standard and promoted the idea of &"the natural man living in the state of society,&" notably in Emile. Laurence Cooper shows how, for Rousseau, conscience&—understood as the &"love of order&"&—functions as the agent whereby simple savage sentiment is sublimated into a more refined &"civilized naturalness&" to which all people can aspire.

The acclaimed series The Collected Writings of Jean-Jacques Rousseau concludes with a volume centering on Emile (1762), which Rousseau called his “greatest and best book.” Here Rousseau enters into critical engagement with thinkers such as Locke and Plato, giving his most comprehensive account of the relation between happiness and citizenship, teachers and students, and men and women. In this volume Christopher Kelly presents Allan Bloom’s translation, newly edited and cross-referenced to match the series. The volume also contains the first-ever translation of the first draft of Emile, the “Favre Manuscript,” and a new translation of Emile and Sophie, or the Solitaries. The Collected Writings of Rousseau Roger D. Masters and Christopher Kelly, series editors 1. Rousseau, Judge of Jean-Jacques: Dialogues 2. Discourse on the Sciences and Arts (First Discourse) and Polemics 3. Discourse on the Origins of Inequality (Second Discourse) Polemics, and Political Economy 4. Social Contract, Discourse on the Virtue Most Necessary for a Hero, Political Fragments, and Geneva Manuscript 5. The Confessions and Correspondence, Including the Letters to Malesherbes 6. Julie, or the New Heloise: Letters of Two Lovers Who Live in a Small Town at the Foot of the Alps 7. Essay on the Origin of Languages and Writings Related to Music 8. The Reveries of the Solitary Walker, Botanical Writings, and Letter to Franquières 9. Letter to Beaumont, Letters Written from the Mountain 10. Letter to D’Alembert and Writings for the Theater 11. The Plan for Perpetual Peace, On the Government of Poland, and Other Writings on History and Politics 12. Autobiographical, Scientific, Religious, Moral, and Literary Writings 13. Emile or On Education (Includes Emile and Sophie; or The Solitaries)

Section one of the book explores the nature of the philosophy of education and its relation to other aspects of educational theory and research. Section two is devoted to particular thinkers of the past, and more general coverage of the history of philosophy of education. Section three is dedicated to contemporary philosophical thought on education, providing the basis and reference point for an exploration of contemporary issues. --

In Rousseau on Education, Freedom, and Judgment, Denise Schaeffer challenges the common view of Rousseau as primarily concerned with conditioning citizens’ passions in order to promote republican virtue and unreflective patriotism. Schaeffer argues that, to the contrary, Rousseau’s central concern is the problem of judgment and how to foster it on both the individual and political level in order to create the conditions for genuine self-rule. Offering a detailed commentary on Rousseau’s major work on education, Emile, and a wide-ranging analysis of the relationship between Emile and several of Rousseau’s other works, Schaeffer explores Rousseau’s understanding of what good judgment is, how it is learned, and why it is central to the achievement and preservation of human freedom. The model of Rousseauian citizenship that emerges from Schaeffer’s analysis is more dynamic and self-critical than is often recognized. This book demonstrates the importance of Rousseau’s contribution to our understanding of the faculty of judgment, and, more broadly, invites a critical reevaluation of Rousseau’s understanding of education, citizenship, and both individual and collective freedom.