ABSTRACT
This study examined the original idea of ‘negative education’ as well as the underlying educational philosophy inherent in it. The place of nurture but the primacy of nature in the appropriate development of the child was well established. A review was made of the early childhood education and how Rousseau’s concept of ‘negative education’ could be applied to it. The developmentally appropriate practice model was used in analyzing Rousseau’s ‘Negative Education’ for childhood Education. Central to the argument in this study is that the proper education of the child must pay attention to the child’s natural development. Presently, there is a focus on impartation of bookish knowledge and moral education under strict discipline while neglecting the development of the child’s natural learning capacity as stressed by Rousseau’s ‘negative education’.
To address this problem, four research questions were proffered. As a philosophical research, the study employed the speculative, analytic argument by analogy and prescriptive modes of enquiry. The intent in the usage of these methods was to clarify concepts, issues and propositions in the texts, as well as other materials drawn from both primary and secondary sources.
From this study, among other things, findings revealed as follows: that the concept of Negative Education was novel to Rousseau. The essence and need for children to begin school at an early age, preceded Rousseau’s idea, because children are individuals in their own rights. It was further revealed that learning at this stage ought to be child-centered, where the role of the educator stops at guidance, protection, observation and as facilitator. This is in the sense that the child as an active learner is able to create and organize knowledge for himself through acquaintance with nature. It was therefore recommended that while noting the lofty ideas in the objectives of the National Policy on Education, cognizance must be taken on the need to implement the place of nature at this stage of learning. This also implies that teaching and training of the young should be more practically oriented rather than oral/verbal
From the findings, it was concluded that Rousseau’s Negative Education approach to modern Education takes cognizance of how through nature, children would naturally unfold their abilities and potentials. Education according to nature leads to spontaneous maturation of the innate dispositions of the child.
