A Comparative Study of the Pedagogical Basis of Children from the Viewpoint of Rousseau and Kant

The purpose of this paper is to examine the educational principles of children from the perspective of Rousseau and Kant in two comparative purposes and principles. For Rousseau, the goal is to cultivate harmony with nature, and Kant considers the most important goal to be the discipline of moral education. Common principles include the gradual upbringing, opposition to corporal punishment, and the consideration of punishment as a result of observation. Rousseau believes in the freedom of childhood and education for the present and the pursuit of nature. Criticizing this view can be the neglect of education appropriate to the development of children up to the age of 12 and the negative view of society and its pervasiveness. Kant, on the other hand, believes in moving from discipline to freedom, attention to the future, and the formation of good habits through obedience to adults. Criticizing his point of view can be the neglect of free activity in children. As a result, in adulthood one will be unable to make decisions and gain independence because of the spirit of obedience in childhood. So there is a radical view of freedom in Rousseau's terms and in Kant's discipline.