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Le voyage d'Emile. Rousseau et la formation du jugement

Abstract : In Emile ou de l'éducation, the young man in love with the kindly Sophie undertakes this long initiatory travel through Europe. Emile experiments his own strength in his confrontation with the world, his relationship with nature, with things and with himself. Finally, Emile's travel, as an intermediary between adolescence and adulthood, is a school for observing and judging. Problem: "so many books make us neglect the book of the world", only a real ignorance, at the height of its intellectual virginity, could guarantee the authentic receptivity of the mind to the diversity of experiences during the travel. Nevertheless, in the absence of a previously cultivated "knowledge of travel", the student can lost a lot of meaningful experiences: "There are many people whom travel teaches even less than books, because they are ignorant of the art of thinking, because in reading their minds are at least guided by the author, and because in their travels they see nothing by themselves." With Rousseau, how can we think of a preliminary instruction of judgement, which at the same time guides the pupil's curiosity into the world, without obscuring the authenticity of his own experience?
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Submitted on : Wednesday, January 8, 2020 - 8:55:04 PM
Last modification on : Friday, August 5, 2022 - 9:24:55 AM
Long-term archiving on: : Thursday, April 9, 2020 - 10:29:26 PM


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  • HAL Id : hal-02433096, version 1


Thibault Vian. Le voyage d'Emile. Rousseau et la formation du jugement. 2020. ⟨hal-02433096⟩



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