La formación del ciudadano en la consolidación del orden civilizatorio. La concepción pedagógica-política de Jean-Jacques Rousseau

Abstract

La concepción pedagógica-política de J.J. Rousseau adquiere protagonismo en la consolidación del orden moderno. Su contribución nutre sustancialmente al movimiento revolucionario francés y luego a la propia arquitectura del estado moderno. De esta forma, la formación de un ciudadano, conciente de sus actos, y virtuoso, asumirá un papel central en su pensamiento. Esta problemática nodal se asocia con la educación del niño y ambas requieren ser analizadas en interrelación. El sentido y alcance de la educación cobra una real dimensión en la preparación de sujetos capaces de ser ciudadanos, en un orden social respecto del cual se dispone sentar la bases de los principios que le dan legitimidad. En este documento nos proponemos desarrollar un análisis crítico de las contribuciones educacionales del filósofo ginebrino, partiendo de una tesis central: este análisis se ve posibilitado al comprender los co-relatos que se exponen en dos de sus obras fundamentales: Emilio o la educación y el Contrato social. Nos proponemos analizar las principales problemáticas educacionales que ilumina y la posición que define en torno a ellas. Esta aproximación se desarrolla a partir de destacar las influencias del movimiento ilustrado, pre-romántico y del naturalismo. Esta mirada permite ir más allá de Rousseau, para resaltar las continuidades y discontinuidades con otras teorías contemporáneas al filósofo francés, y destacar el carácter precursor de su pensamiento en el debate posterior.

Jean Jacques Rousseau’s political-pedagogical conception becomes central in the consolidation of the modern order. His contribution has been deeply taken into account by the French Revolutionary Movement, and also has helped to build up the architecture of the modern state. That is to say, that the formation of a virtuous and conscious-of- its-own-acts citizenship, assumes a central role in his thoughts. This nodal aspect of his theory is associated to children education, and both of these should be analyzed in conjunction. The meaning and scope of education becomes a real dimension in the preparation of individuals who are capable of being citizens in a social order in which legitimacy principles are being set up. In this paper, we intend to develop a critical analysis of the educational contribution of this Genevan philosopher, starting up from his central thesis: This analysis has been possible because the co-narratives that are exposed in his key works “Emilio o la educacion” and “Social Contract” are being taken into account. We intend to analyze the main educational problem which he illuminates, and the position that he has defined around them. This approach is being made by highlighting the influences from the Enlighten, pre-romantic and naturalistic movements. This discussion pretends to go beyond Rousseau, to discover continuities and discontinuities with other theories which are contemporary to this French philosopher, and also to underline the precursor character of his thoughts in the discussions that followed is owns.