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Framing Gender Identities in Education Philosophy: Jean Jacques Rousseau and Mary Wollstonecraft

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  • Veena Poonacha

Abstract

Jean Jacques Rousseau (1712–1778), one of the most influential thinkers of the 18th century, is well known for his espousal of human rights and freedoms. His ideas on education, described in his part-fictional and part-philosophical treatise Emile (1762), has influenced educational philosophies and pedagogic practices for over two centuries. While acknowledging the contributions of his ideas in developing the child-centred approach to education, this paper critiques his educational philosophy on the grounds that he recommended different education for boys and girls. In doing so, the paper draws on Mary Wollstonecraft’s (1759–1797) powerful critique of his treatise, expressed in her book The Vindication of the Rights of Woman (1792). The paper concludes by pointing out that the dilemma posed by these influential thinkers—on the kind of education suitable for boys and girls—has remained in educational policies. It continues to restrict women’s access to education even today. Thus substantive societal changes are required to enable women to access the desired goal of autonomy.

Suggested Citation

  • Veena Poonacha, 2016. "Framing Gender Identities in Education Philosophy: Jean Jacques Rousseau and Mary Wollstonecraft," Indian Journal of Gender Studies, Centre for Women's Development Studies, vol. 23(3), pages 415-436, October.
    • Handle: RePEc:sae:indgen:v:23:y:2016:i:3:p:415-436
    DOI: 10.1177/0971521516656078
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