Adolescent Schooling as Inflamed Amour-Propre Cultivation: Reviving Emile in Light of Empirical Evidence From Neuroscience and Psychology

• In Event: Educational Policy and Practice: Philosophical Reconsiderations

Abstract

This paper seeks to encourage educational professionals to rethink their approach to Rousseau’s seminal education text, Emile, in light of emerging empirical evidence regarding adolescent brain development. In particular, there is mounting empirical evidence that justifies Rousseau's desire to prevent the development of 'inflamed' amour-propre. The empirical evidence is used to suggest that current schooling practices create the perfect conditions for the development of ‘inflamed’ amour-propre, and as such, should be reconceived. Further, it is suggested that Rousseau’s ideas should be used as a framework for understanding and interpreting emerging empirical research to better inform adolescent education.

Author

• Matthew J. Hayden, Drake University