About Theoretical and Social Constitution of the Specific Logic of the Modern Education. Considerations with Reference to John Amos Comenius and Jean-Jacques Rousseau

Abstract

About Theoretical and Social Constitution of the Specific Logic of the Modern Education. Considerations with Reference to John Amos Comenius and Jean-Jacques Rousseau. – In literature on pedagogy, Comenius and Rousseau are seen, so far as they are conceived in relation to each other, either as antecedents of reform pedagogy in the first third of the 20th century, or as representatives of different conceptions of a man, optimistic Comenian and pessimistic Rousseauan anthropology. This research paper does not follow these interpretations. Instead, it returns to these classics and makes a connection and, at the same time, a different kind of approach which has its connection with the constitution of the specific logic of the modern education, and which opens a new perspective on Comenius and Rousseau. Their theoretic programs of this modern specific logic of the education cannot be considered neither through the reform pedagogical nor the anthropological approach. Interpretations start with the consideration about the not-synthetisability of Comenius’ ideas on the order, and then about Rousseau’s treatises on the specific logic of education. At the end (in the third part), it is pointed out that the social constitution and the enforcement of this specific logic of education goes through the different ways than their conceptual understanding. It hence follows that today we cannot keep track of the genesis of this specific logic of education, and, contrarily, we have to seek another theoretical and empirical conception of the structure of the pedagogical action outside ordinary self-evidences from which Comenius and Rousseau, each in his own way, could start.