Importance of Children’s Involvement in the Learning Process
Children’s development related to learning has significantly important aspects of influence including their involvement in the learning process, the learning environment and also the practices of the teachers. In order to gain a better understanding of the importance of children’s involvement in the learning process, the historical development of theories of children’s learning can be assessed. To quote the “The Early Years Learning Framework For Australia”, “Viewing children as active participants and decision makers opens up possibilities for educators to move beyond pre-conceived expectations about what children can do and learn.” (1). In order to substantiate this view of children’s education, the two theorists Jean Jacques Rousseau and Thomas Aquinas can be analysed. In order to gain a deeper understanding of the basis of children’s development related to learning, it is imperative to assess the historical development of theories put forward by Rousseau and Aquinas related to the image of the child and also their understanding of the capabilities of children.
The current research essay aims at highlighting the parallel between the historical development of theories of children’s education in connection with the development of children in relation to learning. In order to complete this task, the essay will first focus on the views of children as propounded by the two chosen theorists Jean Jacques Rousseau and Thomas Aquinas. Afterwards, the essay will also compare and contrast the views of the two philosophers to substantiate the quote from EYLF guidelines. To conclude the essay, personal views related to the view of children’s development will be summarized.
Drawing from the seminal work of Rousseau Emile, it can be said that the philosopher’s view on children and their capabilities is largely built on the belief that every human being has innate capabilities that need nourishment for their proper development. By utilising his views of nature and its immense importance in children’s education and development, Rousseau developed the first its kind education system that fosters children’s innate abilities through steady guidance. Rousseau believed in the innate goodness of human beings and this idea of his also informs his image of the child. As a result, Rousseau projected his ideas of guidance and teaching as a related function of teachers being facilitators of learning opportunities. (2) Thomas Aquinas’ view of the child and children’s education and development on the other hand is built on Aristotle’s ideas of ethics and natural sciences. Aquinas believed that there are two learning dimensions- the spiritual and the corporeal. According to Aquinas’ views, the educational development of human beings should primarily constitute the manifestation of the natural law. The achievement of the higher spiritual goal was the major goal of education for Thomas Aquinas. A further comparison of the two theorists and their views of children and their capabilities is imperative in order to gain a deeper understanding of conceiving children as active participants in acquiring knowledge.
In both the cases of Jean Jacques Rousseau and Thomas Aquinas, the image or the conception of children’s capabilities inform their respective theories developed in relation to children’s education and development. Although there are considerable differences in the thoughts of Rousseau and Aquinas, the philosophers more or less developed their theories of education in accordance with the views of innate human goodness and capabilities. (3) Rousseau’s worldview is intricately related to his formation of the ideals of education for children. His philosophy can be categorised as a naturalist and his naturalist worldview claims that every human being has innate goodness within themselves that is eventually corrupted by society. Rousseau’s view of children and their capabilities of learning are informed by his naturalist ideas. The philosophy education developed by Jean Jacques Rousseau was heavily dependent on children’s abilities and capabilities to be an active part of their educational development. (4) Since Rousseau views all children as having the capabilities of becoming good human beings, his theory revolves around defining a system of education that enables children by providing them with learning opportunities. Rousseau also stresses understanding the responsibilities of teachers as facilitators.
Views of Jean Jacques Rousseau on Children and their Capabilities
In this connection, Rousseau’s conception of children’s capabilities can be discussed. It is important to note here that, most of Rousseau’s theory formation was built on the superiority of human morality and thus, Rousseau prioritised the patriarchal family values of society. For Rousseau, the developmental or educational goals for children are to safeguard them from the corruption inherent in society and also to prepare children for them to learn better. This view of Rousseau is also intricately related to his views of preparing children as future ideal citizens. (5) Rousseau also time and again stressed that children only learn bad habits and to avoid the consequences of learning bad habits he suggested that children should be educated in a rural setting. The educational theory developed by Thomas Aquinas is different from that of Rousseau in terms of its theological undertone. Aquinas largely developed his theories of education in accordance with his views of attaining a higher order of spirituality through education. For Aquinas, the spiritual development of human beings is as important as the acquirement of bits of knowledge in other fields like natural science and logic. From this view of Aquinas, his views of the capabilities of children can be derived. Human beings, according to the thoughts of Thomas Aquinas are driven by different types of laws eternal, natural and positive. Drawing from this, it can be said that Aquinas perceived children as capable of drawing learning from their experiences in the world (6). Aquinas also highlighted the importance of reasoning concerning human learning. Since natural philosophy mainly emphasizes the human faculty of reasoning, Aquinas’ views on children and their capabilities largely focus on further fostering children’s inner capabilities of using reason to attain that higher spiritual level in life.
Both Rousseau and Thomas Aquinas’ theories of education and thoughts on children’s abilities to take an active part in their education are heavily related to their naturalist thinking and also their belief in innate human good. However, in terms of the collaborative capabilities of children, Rousseau and Aquinas sometimes have differing opinions. While Rousseau largely emphasized the learning environment of children in order to better facilitate them, Aquinas stressed the intervention of families to foster a higher order of thinking in children. It is important to note that both philosophers have paid minute attention to upholding children’s capabilities of learning independently and from the experiences of nature in real life. Rousseau and Aquinas’ educational theories concur on the aspect of enabling children to learn and imbibe knowledge from nature. In terms of the goals of education two philosophers significantly differ. While Rousseau’s theory focuses on the development of children in order for them to become ideal citizens, Aquinas’ theory stresses more on the moral development of children for them to attain a higher level of spiritual development. (7) Two compare the two philosophers’ views on children and their abilities to become active participants and decision-makers in their learning, knowledge from Aquinas’ theory of emotions. In Aquinas’ development of educational philosophy, moral motivation can be seen as an important aspect of developing children’s agency in their learning. It is important to note that, although Aquinas significantly differentiates between emotion and reason, he also emphasises the cognitive penetrability of emotion. (8) Drawing from this theory of Aquinas, it can be noted that both reason and emotion are significantly important in developing agency and responsibility in children’s learning. However, as children at early ages do not acquire that level of experience to apply reasoning in everyday experiences, moral communities are important in order to support children in their development.
Contrary to Aquinas’ views, Rousseau’s views on children being active participators in their learning are more independent of the external forces on children. While Aquinas believed that the faculty to decipher knowledge is developed through the acquirement of intellect and understanding, Rousseau believes more in the innate abilities of children to learn from nature. In this connection, it can be said that Rousseau’s views are more learner-centric. (9) Rousseau’s philosophy largely focuses on the educator’s responsibilities in building the perfect environment for the best learning of children from their experiences of nature. Analysing the different stages of a child’s education as propounded by Rousseau, it can also be said that while he emphasized the educators’ responsibility to facilitate learning opportunities for children, he also highlighted the need to keep intact the natural learning environment of children. (10) Rousseau’s emphasis on maintaining children’s autonomy in learning informs the modern learner-centric theories developed by educational theorists.
In conclusion to the above discussion, it can be commented that both Rousseau and Aquinas focused on the inner good present in children and also emphasized the creation of the best possible environment for learning. While Rousseau’s views more heavily support the individual and independent development of children in nature, Aquinas’ views to some extent argue for parental intervention in developing moral faculties in children. In connecting both the philosophers’ views with the theoretical development of children as active participants in learning and becoming decision-makers in their educational development. In this line, my personal views of children and their educational development can be mentioned. In my personal opinion, all children do have the inner good in themselves and the learning environment plays the most important part in their educational development. This personal view of children and their abilities informs me to develop my teaching practices that will consider children not only as an important part of the learning environment but also as active participants in the learning procedure. That the child is capable of learning from the environment also informs my teaching practices that include giving utmost importance to the learner in the teaching-learning process and also my role as a teacher who is most importantly a facilitator of learning opportunities.
References
- The Early Years Learning Framework For Australia
- https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf (accessed Apr 25, 2022).
- Approaches to teaching and learning in the Diploma Programme
- https://www.acsdvt.org/cms/lib8/VT01918853/Centricity/Domain/59/Approaches%20to%20Teaching%20and%20Learning.pdf (accessed Apr 23, 2022).
- Diedericks, M. Assessment Of Jean-Jacques Rousseau‘s Educational Concept “Natural Inclination” From A Reformed Worldview Perspective. Journal For Christian Scholarship2021, 57.
- Gianoutsos, J. Locke And Rousseau: Early Childhood Education. The Pulse2006, 4.
- Mooney, T.; Nowacki, M. The Metaphysical, Epistemological, And Theological Background To Aquinas’ Theory Of Education In The De Magistro. Pacifica: Australasian Theological Studies2014, 27, 315-338.
- Traina, C. L. (2001). A person in the making: Thomas Aquinas on children and childhood. In The child in Christian thought(pp. 103-133). Eerdmans.
- Ozoli?š, J. Aquinas And His Understanding Of Teaching And Learning. Aquinas, Education and the East2013, 9-25.
- Peckover, C. Realizing The Natural Self: Rousseau And The Current System Of Education. ERIC2012, 43, 84-94.
- Rakaj, B. Pedagogical Viewpoints Of Jean-Jacques Rousseau. Knowledge International Journal2019, 34, 579-584.
- Nkwain Sam, J. Child Freedom In Jean Jacques Rousseau. B.A, Pontifical Urban University, Rome, 2008.
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