Analysis of the Principle of Sympathy and Education in Rousseau’s “Émile”

本文通过分析卢梭的《爱弥儿》中的同情原理与教育关系，探讨如何在教育中培养出既具有同情心又具有正义感的个体，通过适当的苦难教育、历史教育、寓言故事和行善实践引导学生发展同情心，同时强调正义作为更高尚的导向。研究结果为道德教育提供新思路，突显同情与正义的互补作用，以培养道德行为者。This paper examines the principle of sympathy and its relationship with education in Jean-Jacques Rousseau’s work “Émile.” It explores the process of nurturing individuals with both a sense of sympathy and a sense of justice in education. The paper discusses how cultivating sympathy and justice in students can be achieved through appropriate experiences of suffering, historical education, fables, and acts of kindness. It emphasizes justice as a noble guiding principle. The research findings offer new insights into moral education, highlighting the complementary nature of sympathy and justice, aimed at cultivating individuals with strong moral values.