Examining Disparities and Bias in Educational Approaches for Men and Women in Rousseau's Emile

Abstract

Rousseau's philosophical masterpiece "Emile" provides an educational philosophy based on the distinct caring roles and abilities of men and women. He believes that women's education should differ from men's, with a focus on cultivating emotional and intellectual maturity. This qualitative study examines Rousseau's support for gender-specific education for women and goes into feminist historians' criticisms of his idea, most notably Mary Wollstonecraft. While "Emile" advances significant approaches in male education, it also limits women's prospects to the home realm. The journeys of Emile and Sophie highlight a fundamental disparity coming from the complex difficulty of educating women within cultural constraints, a situation that resonates throughout nations. Rousseau proposes postponing formal education until children achieve rational maturation, allowing them to explore and cultivate their inherent curiosity and creativity. The idea of excluding women from formal education in favour of segregated arrangements is intrinsically anti-feminist.