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Essay / Research Paper Abstract
In four pages this paper provides answers that are highlighted to specific questions regarding Emile’s moral and social education as described in the volume’s Book IV. There are no additional sources used. TGjjremile.rtf
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4 pages (~225 words per page)
File: TG15_TGjjremile.rtf
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man during various phases in his life so that when he reaches adulthood Emile will be a virtuous and productive member of society. In Book IV, Rousseau essentially dissects
the concept of morality and attempts to make it more applicable and accessible. Here, the teacher is educating the student through examples, personal observation, and by definition. In
other words, he is utilizing all resources at his disposal to impress upon this young man, who is at the pivotal stage between adolescence and manhood (from age 15 to
20) the importance of utilizing all facets of knowledge in order to not only develop but to reinforce his ethical character. Rousseau contemplates pity and explains why he feels it
is so crucial to morality. The teacher observes that when a person demonstrates pity, this reveals sensitivity and compassion. It illustrates that he feels deeply the pains of
others as much as his own. Rousseau wrote, "Thus is born pity, the first relative sentiment which touches the human heart according to the order of nature. To
become sensitive and pitying, the child must know that there are beings like him who suffer what he has suffered, who feel the pains he has felt, and that there
are others whom he ought to conceive of as able to feel them too" (222). There is a distinct sense in this section of Book IV that Rousseau believes
morality is both an internal as well as an external process. The inclination must start from within but pity involves "transporting ourselves outside of ourselves" in order to fully
identify with the suffering of another person or animal (Rousseau 223). Only when Emile is able to truly feel the anguish of another living thing will he truly possess
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