A common theme throughout our 4 chapters this week was the effects of experiences in childhood on people, specifically the 4 educators and philosophers in said chapters. The leading contributing factor to their development was their respective families and this was shown in both their personalities and their educational theories. Rousseau and Wollstonecraft were both greatly affected through the trauma of a bad childhood, though this manifested in their personalities and educational theories differently. Rousseau’s mom died from birth complications when he was 7 days old and his father was emotionally erratic and abandoned him when he was 10 years old. He then lived with a pastor who neglected his studies and had him beaten when he thought he lied. Wollstonecraft lived in a family that fell from social status and lost their money, which her father reacted to by becoming an abusive alcoholic. (Gutek, 2011)
These childhoods led to both Rousseau and Wollstonecraft striving for independence, which is a theme that appears in their educational theories and lives. They also agreed that education was to be gained through our senses and surroundings. Both struggled with the majority of their relationships. Finally, both were aware of social inequality: Rousseau focusing on economic inequality, though this was not his primary focus, and Wollstonecraft on gender inequality, which was her focus. They differed in some key areas however. While they both acknowledged that parents should provide safe homes for children, Rousseau rejected the importance of a family in a child’s education and development, while Wollstonecraft believed that education began at home in a happy family and placed serious importance on the support of parents and adults in a child’s life. Wollstonecraft also openly disagreed with the part of Rousseau’s theory that placed women subservient to men and deserving of a different type of education. (Gutek, 2011)
Alternatively, Pestalozzi and Jefferson had adult role models to look up to in their childhoods that they emulated, which was shown greatly affecting their education theories and career paths. Pestalozzi, whose dad died when he was 5 years old, was raised primarily by working women and was greatly influenced by his grandfather, a minister who served the poor. He became invested in educating the working class, regardless of gender, and believed in stimulating economic recovery through education and stopping dehumanizing the poor. After being raised in a loving and emotionally secure household, he recognized the importance of this on a child’s development and believed emotional growth was as important as cognitive learning and schools should build trust with students and emulate a homelike atmosphere. Jefferson on the other hand, grew up in a very prominent and wealthy family. The person who was most influential to him was his father who was committed to public service and worked in politics. His father was in charge of Jefferson’s early education. Jefferson pursued a life in philosophy and politics, ultimately becoming the president, and he believed in “civic education†which would be beneficial for both the citizens and the republic. (Gutek, 2011)
