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英语本科毕业论文:浅议卢梭女性教育观及其当代启示

时间:2022-12-24 来源:未知 编辑:-1 阅读:
Acknowledgements
My thanks are first given to my respected supervisor, lecturer XXX, whose insightful instruction and constant support throughout the process have filled me with confidence and persistence to complete this thesis.
I would also express my sincere thanks to some of the teachers in Foreign Languages Department who provided valuable suggestions and important information for my thesis.   
I’m also very grateful to those authors and writers whose works had been referred to and whose words or ideas been quoted in my thesis.
 My appreciation also goes to my friends and classmates, who have been giving me sincere encouragement and consolation and been generous in sharing relevant materials with me.
 
 
 
 
 
 
 
 
 
 

 

学士学位论文原创性申明

本人郑重声明:所呈交的学位论文,是本人在导师的指导下,遵照严肃要求的科学精神,独立进行研究工作所取得的成果。论文中除已注明引用和致谢的内容外,不包含其他个人或集体已经发表或撰写过的研究成果。对论文研究做出贡献的个人或集体,均在论文中作了明确声明并表示了谢意。本人完全意识到本声明的法律后果,若违反,一切责任由本人承担。
 
 
 
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Contents
 

Introduction........................................................................................ 1
1. The theoretical basis of Rousseau's view on women's education.... 2
1.1 women having no independent status...................................... 2
1.2 Women being submissive to men............................................. 4
2. The basic content of Rousseau's view on women's education......... 6
2.1 The purpose of women's education......................................... 6
2.2 Strict educational rules............................................................ 7
2.2.1 Conforming to nature..................................................... 8
2.2.2 Strict requirements.......................................................... 9
2.3 Natural female education....................................................... 10
3. Contemporary enlightenment of Rousseau's view on women's education      12
3.1 Attaching importance to the profound impact of social structure on women's education.................................................................................................... 13
3.1.1 Optimizing the socio-economic structure and improve the economic status of women................................................................................... 13
3.1.2 Optimizing the social and political structure and improve the political status of women................................................................................... 14
3.2. Optimizing the social and cultural structure and update women's values.   15
3.3 Attaching importance to physiological structure on female education    16
3.3.1 Attaching importance to the dual role of women and establish scientific concept of educational purpose............................................................... 17
3.3.2 Respecting women's physiological characteristics and selecting appropriate educational content................................................................ 18
3.3.3 Meeting the development needs of women and adopt fair education methods     19
3.3.4 Meeting the development needs of women and adopt fair education methods     20
4. Conclusion.................................................................................... 20
Bibliography..................................................................................... 22
 
 
 
 
 
 
 

On Rousseau's View of Female Education and Its Contemporary Enlightenment
 
Abstract
 
In recent years, more and more attention is paid to women and feminism has gradually become a hot topic. The concept of feminism is controversial, in the history of the ideological home, the biggest impact on feminism, the most controversial is Rousseau. Rousseau put forward a systematic view of women's education earlier, including the goals, principles, contents and methods of women's education. His view of women's education was influenced by naturalist philosophy and traditional view of women, but in the final analysis it was restricted by the social situation of France at that time and his level of understanding of gender differences. Rousseau's view of women's education from the perspectives of social structure and physiological structure is of great significance to the development of contemporary women's education. From the perspective of Rousseau's female education, this paper studies its ideological connotation and background, and extracts the educational theories and methods in line with the physical and mental characteristics of women so as to fully and profoundly understand the positivity and progressive significance of his educational thoughts. At the same time, it also triggers the deep thinking of the female education concept, and provides experience and inspiration for the female education in today's society.
 
Key words: Rousseau; Education for Girls; Revelation
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
浅议卢梭女性教育观及其当代启示
 
 
 
近年来对女性的关注越来越高,女性主义逐渐成为一个热门话题,关于女性主义概念的争议颇多,在历史上的思想家中,对女性主义影响最大、争议最多的当属卢梭。卢梭较早提出了系统的女子教育观, 包括女子教育的目标、原则、内容和方法等方面, 既具有重要的时代意义,同时也存在着严重缺陷。他的女子教育观受自然主义哲学观和传统女性观的影响, 但归根结底受到法国当时社会状况和他对两性差异认识水平的制约。今天从社会结构和生理结构两个视角反思卢梭的女子教育观, 对促进当代女子教育发展有着重要启示。本文从卢梭女性教育的角度入手研究其思想内涵及其产生背景,提炼出其中符合女性身心特点的教育理论及教育方法,从而更全面深刻地理解其教育思想的积极性和进步意义。同时引发对女性教育理念的深层次思考,为我国当今社会的女性教育提供经验与启示。
 
关键词:卢梭;女子教育;启示
 
 
 
 

  On Rousseau's View of Female Education and Its Contemporary Enlightenment
 

Introduction:

Rousseau is a French thinker in the 18th century. He advocated "natural rights", "all men are created equal", but his viewpoint is clearly has the characteristics of traditional, conservative, so that when it comes to women's education, he did not hesitate to put it as "wife", because this often by western feminist philosopher as the target of criticism. Starting from Rousseau's philosophy and women's view, we can better understand his thoughts on women's education, and then analyze its causes, from which we can draw profound enlightenment, which has important practical significance for the development of contemporary women's education. Domestic academic research on Rousseau's female thought can be roughly divided into the following three categories: 1. Comparative study on Rousseau's female thought; 3. Third, the concrete research about Rousseau's female thought. At present, there are few monographs on Rousseau's female thought. However, the length of the paper is limited, so it is difficult to do everything, so most of the overall study is a brief review of his views on women.
 

1. The theoretical basis of Rousseau's view on women's education

Rousseau advocated the philosophy of naturalism and believed that everything should "return to nature", which set a tone for his view on women's education -- -- education should be carried out relying on nature. This was undoubtedly a powerful criticism of the feudal autocratic education and religious regulations at that time, which had important progressive significance. However, Rousseau did not get rid of the influence of the traditional view of women in the patriarchal society of France. He believed that women were the accessories of men and that all education of women should be related to men.

1.1 Women having no independent status

French culture in the 18th century was a male-dominated culture. Before the revolution, women's values in France were "accessories" that required women to be good men. In this culture, men pursue independence and autonomy, maintain paternity, and pursue absolute control over women.
With the rise of the enlightenment movement, enlightenment masters vigorously promoted the idea of "human rights", defended women's equal rights before the rational court, and baptized women's value as human beings for the first time. But in spite of this, enlightenment thinkers are still unable to get rid of the influence of the deep-rooted traditional view of women. As Engels pointed out, the great thinkers of the eighteenth century, like all their predecessors, were not able to rise above the limits imposed by their own time. Out of consideration for the self-interests of the third-class men, they mostly think and demonstrate how to conform to the "women's liberation" of men, but pay little attention to the "women's liberation" closely related to women's interests. Rousseau was no exception. On the one hand, he praised and highly praised women, advocated the idea that "all men are created equal" and "natural human rights", and believed that in the state of nature, men and women are equal. However, the gender equality he mentioned was far from the equal rights demanded by women in the revolution, but the reasonable concept of gender order in the mind of most male revolutionaries. He believes that women are naturally attached to men, as long as the "good wife and good mother" can be. In Rousseau's eyes, women have no independent status, and their views on women are traditional and conservative in nature, not breaking away from the traditional French views on women.
Rousseau used naturalist philosophy to support this view and demonstrated the traditional division of labor theory. He believed that women's obedience to men was not due to social or economic reasons, but a gift from nature, which was an irreversible natural law. "If you want to follow the right path forever, you must always follow the guidance of nature. All gender characteristics should be respected as a result of natural arrangements."
The physiological "sex difference" leads to the difference in the psychological and social roles of men and women, which then leads to a series of value relations: the social division of labor undertaken by men is considered to be important and occupies the main position in the society; The social division of labor undertaken by women is considered to be secondary and subordinate, and attached to men in social life.

1.2 Women being submissive to men

According to Rousseau, women should obey men according to the natural order. A woman should bear the responsibility of conceiving, nursing, raising children and assisting her husband. A woman's dignity lies in her obscurity, her honor in the respect of her husband, and her happiness in the happiness of her family. Women should "bring up [men] in their infancy, care for them in their prime, give them advice and comfort, and make their lives very pleasant".
In Rousseau's opinion, women lack the ability to understand and abstract thinking, and are short-sighted and unable to engage in scientific research. "In the abstract and pure theory to explore the truth, and to explore the principle and scientific theorem, for exploring people will be able to make comprehensive induction, his concept is that women can't do", "on the need to use thought of things, they are without the ability to understand, they are also not quite a fine mind and concentrated attention to study science". Thus the education of a woman should not be profound.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

2. The basic content of Rousseau's view on women's education

According to the social background and actual situation at that time, Rousseau proposed to pay attention to the differences between the sexes, and analyzed the differences between the sexes in detail, and put forward a set of systematic views on women's education. His view of women's education is mainly reflected in Emile, including educational purpose, principles, contents and methods.

2.1 The purpose of women's education

The purpose of women's education is to train women to be good wives and mothers. Rousseau believed that men's happiness depended on women, so it was necessary for women to receive education. However, all kinds of education women received were related to men, and the purpose of educating women was to cultivate women into "good wives and good mothers". Rousseau adheres to the traditional view that the male leads the household while the female leads the household, believing that this is a natural arrangement. Men should be responsible for the public space of human beings, while women should only be involved in the private space, responsible for the pregnancy, breastfeeding, raising children and taking care of the family, and should not be engaged in the work that is not suitable for their own physical strength and temperament. Women are born to be weak and need men to survive. Meekness, modesty, modesty, modesty and chastity are the lifelong essential virtues for women. Women are educated solely to please men and to make family life comfortable and orderly. They are educated solely to be good wives for men. The end result of women's education is to return to the state of nature, to find one's true nature, to be a virtuous wife, a clear-headed young woman and a lovely mother.

2.2 Strict educational rules

Rousseau's idea of female education was conceived and born in the 18th century, but it went beyond the era he lived in and soon spread to Europe and the world. His ideas are both popular and controversial. Starting from the philosophy of naturalism, he believed that the difference between men and women is the arrangement of nature and should follow the guidance of nature and carry out education according to the difference between men and women, which is consistent with the modern education view. It is undoubtedly a significant progress in the history of education and makes a great contribution to the development of women's education and the pursuit of freedom and equality for women. Rousseau lived in an era of new and old. Although he was a representative of the emerging bourgeoisie, he did not get rid of the prejudice of the traditional view of women. He thinks, in order to please men and rely on men, women's nature, is all that they accept education is in order to better cooperate with men, to fulfill the first duty of a woman --, wife and mother, xiangfujiaozi, women's pursuit of not completely the possibility of independent and free, this is a big drawback of women's education thought, Rousseau slammed by feminist theorists.

2.2.1 Conforming to nature

Adaptation to nature is the core of Rousseau's thought on women's education. His principles of female education include education according to age characteristics, understanding of reason and strict requirements. He pointed out: every age, every stage of life has its own mature period, the education of women should follow the age characteristics. He believes that although girls' intelligence matures earlier than boys' intelligence, they should not be forced to imbue them with knowledge beyond the age conditions. All education beyond the age stage without following the characteristics of women's physical and mental development is futile or even harmful. The glory of god that he believes women are smart, full of curiosity and inspiration, and as men have conscience, therefore, for women's education should give priority to in order to persuade, induce, "you have to call you a girl to do, give them clear", do not force the girls to do things that they do not understand its use.

2.2.2 Strict requirements

Rousseau believed that it was necessary to be strict with girls from an early age. He said that "they should be controlled from an early age". Girls should be used to this kind of restraint, in a variety of etiquette and rules of the strict requirements of growth, their shortcomings can not be indulgent, must enable girls to obey the will of others.
Women's education content including physical education, moral education, aesthetic education, intellectual education, religious education and labor education in physical education, Rousseau thinks ahead of spirit and body, should first cultivate the body, but the woman is not the purpose of physical education training the damsel, and like a man, but there are two purposes: one is to make men like, the second is for the sake of children. In terms of moral education, he put forward a series of propositions, thinking that moral education is to correct women's own behavior, cultivate women's inner conscience and make women pay attention to public evaluation. Rousseau's aesthetic education for women is rich in content, mainly including dressing up, painting, the art of speaking, singing, dancing and games, etc., but these education should vary from person to person, suitable for women's lively and active nature. In terms of intellectual education, Rousseau believed that nature endowed women with an intelligent mind, so they should have thoughts, vision and knowledge, but he believed that women were not suitable for learning. Religious education mainly refers to the practice of morality, and he believes that the earlier the religious education for women, the better. "What they believe is entirely up to others. All girls must believe in the religion of their mothers, and all women must believe in the religion of their husbands.
In terms of labor education, Rousseau believed that women should learn some cutting and sewing clothes, cooking, doing chores and so on. From childhood, he taught women to be careful, love labor and be diligent in housekeeping.

2.3 Natural female education

Men and women are different by nature, by physiology, by natural endowments, and therefore by education and occupation. According to this natural law, although men and women are different in the content of education, the education method should conform to the nature, follow the nature, adopt the natural education method, and develop human nature. Rousseau firmly opposed the education method that was completely divorced from the reality of feudal education, and believed that the educated should break out of the cage of books and not be restricted by books, and seek knowledge and truth in real affairs, so as to apply what they have learned. "Take the world as the only book and facts as the only lesson.
In terms of specific teaching methods, Rousseau firmly opposed the cramming teaching method that increased the burden on students and only emphasized quantity rather than quality. He advocated the teaching method focusing on inspiring students to think, trying to mobilize students' enthusiasm, initiative and creativity in learning, and cultivate students' ability to think independently.
 
 
 
 
 
 
 
 
 
 
 
 
 

3. Contemporary enlightenment of Rousseau's view on women's education

From the perspective of ideological origin, Rousseau's view on women's education was influenced by the philosophy of naturalism and the traditional view on women, especially the reflection of the social situation in France at that time and the limitation of Rousseau's understanding of the difference between men and women in nature. On the one hand, Rousseau's stipulation on the goal of women's education, that is, to cultivate women into "good wives and good mothers", reflects, to some extent, the male-dominated gender concept before and after the enlightenment and the low status of women. On the other hand, Rousseau is keenly aware of the difference between the sexes -- although it is not comprehensive and profound enough, he clearly puts forward that education should be carried out according to the nature of women, which endows his female education thought with important value. Therefore, in a sense, the unreasonable social structure left the conservative mark on Rousseau's view of women's education, and his keen awareness of the physiological structure made his view have the modern tension. Reflecting on Rousseau's view of women's education from these two perspectives, we can further explore the essence of Rousseau's thought of women's education, draw lessons and useful experience, and thus promote the healthy, sustainable and harmonious development of contemporary women's education.

3.1 Attaching importance to the profound impact of social structure on women's education

The formation of educational concept has a profound social foundation. Among them, the social economic structure, political structure and cultural structure have the greatest impact on the concept of education, and their level of development determines the concept of education for women. In France in the 18th century, women lacked due economic, political and cultural status, and the fairness of women's education was out of the question. To get a healthy and harmonious development of contemporary women's education, we must grasp the social structure for the profound impact of women's education, from the root solve the problem of women's status and rights, the basic way is to constantly optimize the structure of social politics, economy and culture, improve women's social status, women's education fair problem from the root.

3.1.1 Optimizing the socio-economic structure and improve the economic status of women.

The change of women's status in the production of material materials will have a certain impact on the formation of women's view of education, and the basic factor is the social division of labor. During the enlightenment, French women did not gain independent economic status, which fundamentally limited the development of women's education. In socialist society, women have equal status with men in social production, which has changed a lot compared with the past. However, the idea of "men running the household while women running the household" is still deep-rooted, and most women are far from achieving independent economic ability and survival ability. Therefore, it is necessary to further optimize the social division of labor and economic structure, so that women can truly assume social responsibilities and engage in social production just like men, constantly improve women's economic status, and provide strong impetus for the healthy development of women's education.

3.1.2 Optimizing the social and political structure and improve the political status of women.

Social and political structure, through the distribution, application and maintenance of rights it embodies, constitutes the impact on women's view of education. In Rousseau's works, women have no political status to speak of, which makes women's education lack of institutional support and guarantee, and it is bound to deviate from the right track. The process of political democratization in contemporary China has made remarkable achievements, and the breadth and depth of women's participation in political activities have been expanded. On the one hand to further promote the legalization of women's rights through political means; On the other hand, women's education should be regarded as an important means to change people's gender cognition so as to achieve women's liberation. Efforts should be made to integrate women's education into general education so that women can obtain the right to receive equal education with men.

3.2. Optimizing the social and cultural structure and update women's values.

Any society has its specific culture, these specific culture with social development and change and constantly exhale. After thousands of years of feudal society in China, the influence of the patriarchal dominant concept has been deeply branded in every aspect of national culture and social psychology. Nowadays, what we need to change is not only the education itself, but the shaping of human nature and the renewal of ideas in education. Although the reform and opening up has further emancipated people's minds, there are still quite a few phenomena that discriminate against women and ignore their values. We should have the consciousness of self-reflection, dare to analyze and innovate the traditional culture, truly establish the values of modern women based on socialist democracy and equality, and enable women to obtain equal rights and development opportunities in education and other fields.

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