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766:; though where the difference of sex requires different treatment, it will be no hard matter to distinguish" (Locke's emphasis). This passage suggests that, for Locke, education was fundamentally the same for men and women—there were only small, obvious differences for women. This interpretation is supported by a letter he wrote to Mary Clarke in 1685 stating that "since therefore I acknowledge no difference of sex in your mind relating ... to truth, virtue and obedience, I think well to have no thing altered in it from what is ." Martin Simons states that Locke "suggested, both by implication and explicitly, that a boy's education should be along the lines already followed by some girls of the intelligent genteel classes." Rather than sending boys to schools which would ignore their individual needs and teach them little of value, Locke argues that they should be taught at home as girls already were and "should learn useful and necessary crafts of the house and estate." Like his contemporary
936:". These lessons focused pupils' attention on a particular thing and encouraged them to use all of their senses to explore it and urged them to use precise words to describe it. Used throughout Europe and America during the eighteenth and nineteenth centuries, these object lessons, according to one of their practitioners "if well-managed, cultivate Sense-Perception, or Observation, accustom children to express their thoughts in words, increase their available stock of words and of ideas, and by thus storing material for thinking, also prepare the way for more difficult and advanced study."
608:, Locke bemoans the irrationality of the majority and their inability, because of the authority of custom, to change or forfeit long-held beliefs. His attempt to solve this problem is not only to treat children as rational beings but also to create a disciplinary system founded on esteem and disgrace rather than on rewards and punishments. For Locke, rewards such as sweets and punishments such as beatings turn children into sensualists rather than rationalists; such sensations arouse passions rather than reason. He argues that "such a sort of
774:
this in them must have some restriction ... 'tis fit their tender skins should be fenced against the busy sunbeams, especially when they are very hot and piercing." Although Locke's statement indicates that he places a greater value on female than male beauty, the fact that these opinions were never published allowed contemporary readers to draw their own conclusions regarding the "different treatments" required for girls and boys, if any. Moreover, compared to other pedagogical theories, such as those in the best-selling conduct book
803:
1339:, Newbery recommended that parents feed their child a "common Diet only, cloath him thin, let him have good Exercise, and be as much exposed to Hardships as his natural Constitution will admit" because "the Face of a child, when it comes into the World, (says the great Mr. Locke) is as tender and susceptible of Injuries as any other Part of the Body; yet by being always exposed, it becomes Proof against the severest Season, and the most inclement Weather."
107:
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reason early in life and that parents should address them as reasoning beings. Moreover, he argues that parents should, above all, attempt to create a "habit" of thinking rationally in their children. Locke continually emphasises habit over rule—children should internalise the habit of reasoning rather than memorise a complex set of prohibitions. This focus on rationality and habit corresponds to two of Locke's concerns in the
646:(1689), he contends that it is the parents' duty to educate their children and to act for them because children, though they have the ability to reason when young, do not do so consistently and are therefore usually irrational; it is the parents' obligation to teach their children to become rational adults so that they will not always be fettered by parental ties.
482:, two played a defining role in eighteenth-century educational theory. The first is that education makes the man; as Locke writes at the opening of his treatise, "I think I may say that of all the men we meet with, nine parts of ten are what they are, good or evil, useful or not, by their education." In making this claim, Locke was arguing against both the
534:, in which he first introduces the theory of the association of ideas, Locke warns against letting "a foolish maid" convince a child that "goblins and sprites" are associated with the darkness, for "darkness shall ever afterwards bring with it those frightful ideas, and they shall be so joined, that he can no more bear the one than the other."
674:. Most of Locke's recommendations are based on a similar principle of utility. So, for example, he claims that children should be taught to draw because it would be useful to them on their foreign travels (for recording the sites they visit), but poetry and music, he says, are a waste of time. Locke was also at the forefront of the
24:
749:
suggests, therefore, that "working schools" be set up in each parish in
England for poor children so that they will be "from infancy inured to work." He goes on to outline the economics of these schools, arguing not only that they will be profitable for the parish, but also that they will instill a good work ethic in the children.
1538:, has interpreted this "calling" as a Calvinist religious doctrine. Tarcov has criticized this reading, however, writing: "Dunn’s exposition of the doctrine and its providentialist character is based on Puritan and secondary sources, and he gives no clear evidence for attributing it in this form to Locke." (Tarcov 127)
722:
as the first and most necessary of those
Endowments, that belong to a Man or a Gentleman." James Axtell, who edited the most comprehensive edition of Locke's educational writings, has explained that although "he was writing for this small class, this does not preclude the possibility that many of the
537:
Locke's emphasis on the role of experience in the formation of the mind and his concern with false associations of ideas has led many to characterise his theory of mind as passive rather than active, but as
Nicholas Jolley, in his introduction to Locke's philosophical theory, points out, this is "one
773:
But Locke does recommend several minor "restrictions" relating to the treatment of the female body. The most significant is his reining in of female physical activity for the sake of physical appearance: "But since in your girls care is to be taken too of their beauty as much as health will permit,
663:
to learn and to enjoy learning. As he writes, the instructor "should remember that his business is not so much to teach all that is knowable, as to raise in him a love and esteem of knowledge; and to put him in the right way of knowing and improving himself." But Locke does offer a few hints as to
744:
is that he "think a Prince, a
Nobleman, and an ordinary Gentleman's Son, should have different Ways of Breeding." As Peter Gay writes, "t never occurred to him that every child should be educated or that all those to be educated should be educated alike. Locke believed that until the school system
727:
children" (Axtell's emphasis). This was a contemporary view as well; Pierre Coste, in his introduction in the first French edition in 1695, wrote, "it is certain that this Work was particularly designed for the education of
Gentlemen: but this does not prevent its serving also for the education of
632:
What is important to understand is what exactly Locke means when he advises parents to treat their children as reasoning beings. Locke first highlights that children "love to be treated as
Rational Creatures," thus parents should treat them as such. Tarcov argues that this suggests children can be
748:
In his "Essay on the Poor Law," Locke turns to the education of the poor; he laments that "the children of labouring people are an ordinary burden to the parish, and are usually maintained in idleness, so that their labour also is generally lost to the public till they are 12 or 14 years old." He
459:
Although Locke revised and expanded the text five times before he died, he never substantially altered the "familiar and friendly style of the work." The "Preface" alerted the reader to its humble origins as a series of letters and, according to Nathan Tarcov, who has written an entire volume on
597:
his own desires, cross his own inclinations, and purely follow what reason directs as best, though the appetite lean the other way" (Locke's emphasis). Future virtuous adults must be able not only to practice self-denial but also to see the rational path. Locke was convinced that children could
551:
with a discussion of children's physical needs, yet this seemingly simple generic innovation has proven to be one of Locke's most enduring legacies—Western child-rearing manuals are still dominated by the topics of food and sleep. To convince parents that they must attend to the health of their
518:
theory of mind, he nevertheless did believe in innate talents and interests. For example, he advises parents to watch their children carefully to discover their "aptitudes," and to nurture their children's own interests rather than force them to participate in activities which they dislike—"he,
947:
is also "based on
Lockean assumptions—its aim has been to give underprivileged children, especially in the inner cities, the simple ideas and basic experiences that their environment normally does not provide." In many ways, despite Locke's continuing influence, as these authors point out, the
891:
that Locke was "an Author, to whom the
Learned must ever acknowledge themselves highly indebted, and whose Name can never be mentioned without a secret Veneration, and Respect; his Assertions being the result of intense Thought, strict Enquiry, a clear and penetrating Judgment." Writers as
367:
had previously advocated "similar reforms in curriculum and teaching methods," but they had not succeeded in reaching a wide audience. Curiously, though, Locke proclaims throughout his text that his is a revolutionary work; as Nathan Tarcov, who has written an entire volume on
576:
whenever he comes near it" (Locke's emphasis). Locke posited that if children were accustomed to having sodden feet, a sudden shower that wet their feet would not cause them to catch a cold. Such advice (whether followed or not) was quite popular; it appears throughout
761:
in response to his friend Edward Clarke's query on how to educate his son, so the text's "principal aim", as Locke states at the beginning, "is how a young gentleman should be brought up from his infancy." This education "will not so perfectly suit the education of
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to outlining a specific curriculum; he is more concerned with convincing his readers that education is about instilling virtue and what
Western educators would now call critical-thinking skills. Locke maintains that parents or teachers must first teach children
697:
and the emergence of a new kind of education—one emphasising not only science but also practical professional training. Locke also recommended, for example, that every (male) child learn a trade. Locke's pedagogical suggestions marked the beginning of a new
419:
and those that defend him, and take their
Questions from him, and that they exclude from the Schools all steril and inane Questions, disagreeing from the ancient and true Philosophy ." Instead of demanding that their sons spend all of their time studying
538:
of the most curious misconceptions about Locke." As both he and Tarcov highlight, Locke's writings are full of directives to seek out knowledge actively and reflect on received opinion; in fact, this was the essence of Locke's challenge to innatism.
350:
Rather than writing a wholly original philosophy of education, Locke, it seems, deliberately attempted to popularise several strands of seventeenth-century educational reform at the same time as introducing his own ideas. English writers such as
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therefore, that is about children should well study their natures and aptitudes and see, by often trials, what turn they easily take and what becomes them, observe what their native stock is, how it may be improved, and what it is fit for."
2081:
564:, winter or summer" (Locke's emphasis), he argues, because "bodies will endure anything that from the beginning they are accustomed to." Furthermore, to prevent a child from catching chills and colds, Locke suggests that "his
581:'s children's books in the middle of the eighteenth century, for example, the first best-selling children's books in England. Locke also offers specific advice on topics ranging from bed linens to diet to sleeping regimens.
546:
Locke advises parents to carefully nurture their children's physical "habits" before pursuing their academic education. As many scholars have remarked, it is unsurprising that a trained physician, as Locke was, would begin
93:
for an aristocratic friend, but his advice had a broader appeal since his educational principles suggested anyone could acquire the same kind of character as the aristocrats for whom Locke originally intended the work.
927:
eagerly adopted the idea that people's minds were shaped through their experiences and thus through their education. Systems of teaching children through their senses proliferated throughout Europe. In Switzerland,
731:
While it is possible to apply Locke's general principles of education to all children, and contemporaries such as Coste certainly did so, Locke himself, despite statements that may imply the contrary, believed that
824:
was one of the foundational eighteenth-century texts on educational theory. In Britain, it was considered the standard treatment of the topic for over a century. For this reason, some critics have maintained that
560:—"a sound mind in a sound body." Locke firmly believed that children should be exposed to harsh conditions while young to inure them to, for example, cold temperatures when they were older: "Children be not too
2079:
86:
explains how to educate that mind using three distinct methods: the development of a healthy body; the formation of a virtuous character; and the choice of an appropriate academic curriculum.
415:'s decree that "all Bachelor and Undergraduates in their Disputations should lay aside their various Authors, such that caused many dissensions and strives in the Schools, and only follow
952:" debate in a way that Locke's century was not. Locke's optimistic "environmentalism," though qualified in his text, is now no longer just a moral issue – it is also a scientific issue.
2080:
522:
Locke also discusses a theory of the self. He writes: "the little and almost insensible impressions on our tender infancies have very important and lasting consequences." That is, the "
884:, an eighteenth-century scholar, Newbery included Locke's educational advice to legitimise the new genre of children's literature. Locke's imprimatur would ensure the genre's success.
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considered rational only in that they respond to the desire to be treated as reasoning creatures and that they are "motivated only rewards and punishments" to achieve that goal.
640:"the only fence against the world is a thorough knowledge of it, into which a young gentleman should be entered by degrees as he can bear it, and the earlier the better." In the
912:(1798), invoked Locke's ideas. Even Rousseau, while disputing Locke's central claim that parents should treat their children as rational beings, acknowledged his debt to Locke.
55:. It was translated into almost all of the major written European languages during the eighteenth century, and nearly every European writer on education after Locke, including
448:
and her husband Edward asked their friend John Locke for advice on raising their son Edward Jr.; Locke responded with a series of letters that eventually became
464:, advice that otherwise might have appeared "meddlesome" became welcome. Tarcov claims Locke treated his readers as his friends and they responded in kind.
436:, and the modern languages, these parents hoped to prepare their sons for the changing economy and, indeed, for the new world they saw forming around them.
1091:
919:
at the beginning of a tradition of educational theory which they label "environmentalism". In the years following the publication of Locke's work,
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for the title of Locke's most influential work. Some of Locke's contemporaries, such as seventeenth-century German philosopher and mathematician
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was reformed, a gentleman ought to have his son trained at home by a tutor. As for the poor, they do not appear in Locke's little book at all."
260:
887:
By the end of the eighteenth century, Locke's influence on educational thought was widely acknowledged. In 1772 James Whitchurch wrote in his
876:(1740–1), and it formed the theoretical basis of much children's literature, particularly that of the first successful children's publisher,
593:
to explaining how to instill virtue in children. He defines virtue as a combination of self-denial and rationality: "that a man is able to
372:, has pointed out, "Locke frequently explicitly opposes his recommendations to the 'usual,' 'common,' 'ordinary,' or 'general' education."
2096:
703:
154:
1086:
456:, that Locke actually published the treatise; Locke, "timid" when it came to public exposure, decided to publish the text anonymously.
2129:
1913:
Ezell, Margaret J. M. "John Locke’s Images of Childhood: Early Eighteenth Century Responses to Some Thoughts Concerning Education."
2201:
213:
64:
526:" made when young are more significant than those made when mature because they are the foundation of the self—they mark the
194:
718:, he was addressing an aristocrat, but the final text appeals to a much wider audience. For example, Locke writes: "I place
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and argues that children should first be taught to speak and write well in their native language, particularly recommending
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texts, an increasing number of families began to demand a practical education for their sons; by exposing them to the
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A Little Pretty Pocket-Book, Intended for the Instruction and Amusement of Little Master Tommy, and Pretty Miss Polly
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2138:
1158:
Eds. Ruth W. Grant and Nathan Tarcov. Indianapolis: Hackett Publishing Co., Inc. (1996), 10; see also Tarcov, 108.
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2196:
202:
1740:. Knoxville: The University of Tennessee Press (1981), 10; See Axtell 100–104 for a complete list of editions.
642:
2211:
1606:
740:(or as they would have been referred to at the time, the "middling sorts"). One of Locke's conclusions in
1749:
Secord, James A. "Newton in the Nursery: Tom Telescope and the Philosophy of Tops and Balls, 1761–1838."
920:
445:
207:
169:
929:
872:
2002:
Simons, Martin. "What Can't a Man Be More Like a Woman? (A Note on John Locke's Educational Thought)"
1176:
Simons, Martin. "Why Can't a Man Be More Like a Woman? (A Note on John Locke's Educational Thought)."
924:
2115:
898:
2191:
330:
159:
1611:(13 ed.). London: Printed for A. Millar, H. Woodfall, J. Wiston and B. White ... p. 324.
1096:
961:
816:
786:
514:, which suggests that the mind is like a "wax tablet". Although Locke argued strenuously for the
433:
1010:
Ezell, Margaret J.M. "John Locke's Images of Childhood: Early Eighteenth-Century Responses to
949:
858:
was published in at least 53 editions: 25 English, 16 French, six Italian, three German, two
780:
675:
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what he thinks a valuable curriculum might be. He deplores the long hours wasted on learning
510:
504:—that is "filled" by experience. In describing the mind in these terms, Locke was drawing on
429:
270:
56:
2111:
1560:. Eds. Joseph B. Maier and Chaim I. Waxman. New Brunswick: Transaction Books (1983), 69–70.
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methods in the twentieth century. According to Cleverley and Phillips, the television show
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things he said about education, especially its main principles, were equally applicable to
523:
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384:
306:
52:
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Ultimately, Locke wants children to become adults as quickly as possible. As he argues in
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115:
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395:, came to be regarded by many as irrelevant. Following in the intellectual tradition of
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483:
137:
69:
790:(1762), which both proposed entirely separate educational programs for women, Locke's
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2014:
1992:
1977:
1962:
1947:
1932:
1920:
Ferguson, Frances. "Reading Morals: Locke and Rousseau on Education and Inequality."
1903:
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1873:
1851:
1836:
940:
867:
836:
670:
412:
1946:. Eds. Joseph B. Maier and Chaim I. Waxman. New Brunswick: Transaction Books, 1983.
770:, Locke believed that women could and should be taught to be rational and virtuous.
491:
1100:
992:(1 ed.). London: A.and J. Churchill at the Black Swan in Paternoster-row. 1693
863:
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position, which holds that man innately knows basic logical propositions. In his
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Studies in the History of Educational Theory: Artifice and Nature, 1350–1765
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Studies in the History of Educational Theory: Artifice and Nature, 1350–1765
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Some Thoughts Concerning Education and of the Conduct of the Understanding.
877:
737:
578:
487:
452:. But it was not until 1693, encouraged by the Clarkes and another friend,
376:
360:
1868:
Chambliss, J. J. "John Locke and Isaac Watts: Understanding as Conduct."
1848:
The Consent of the Governed: The Lockean Legacy in Early American Culture
1673:. Ed. James L. Axtell. Cambridge: Cambridge University Press (1968), 344.
1639:
1191:
The Two Intellectual Worlds of John Locke: Man Person, and Spirits in the
767:
699:
500:
388:
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356:
352:
143:
79:
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was created from a revision of this article dated 12 July 2008
1788:. Trans. Allan Bloom. New York: Basic Books (1979), 47 and 107–25.
1044:. Ed. James L. Axtell. Cambridge: Cambridge University Press (1968), 60.
1193:
Essay. Ithaca: Cornell University Press (2004), 29–31 and John Yolton,
380:
301:
275:
265:
123:
48:
28:
51:. For over a century, it was the most important philosophical work on
683:
679:
416:
23:
1961:. Ed. James L. Axtell. Cambridge: Cambridge University Press, 1968.
694:
400:
44:
2124:
1053:
Qtd. in Frances A. Yates, "Giodano Bruno's Conflict with Oxford."
714:
When Locke began writing the letters that would eventually become
2148:
1831:
Bantock, G. H. "'The Under-labourer' in Courtly Clothes: Locke."
1512:
Bantock, G. H. "'The Under-labourer' in Courtly Clothes: Locke."
687:
553:
47:
on the education of gentlemen written by the English philosopher
1870:
Educational Theory as Theory of Conduct: From Aristotle to Dewey
1197:. New York: Basil Blackwell (1985), 19–20; see also Tarcov, 109.
854:
was a runaway best-seller. During the eighteenth century alone,
1775:. Bristol: Thoemmes Press (2002), 1:8–9, 108; 2:186–7; 4:74–5.
1974:
John Locke and Children’s Books in Eighteenth-Century England
1738:
John Locke and Children's Books in Eighteenth-Century England
932:, relying on Locke's theories, developed the concept of the "
665:
619:
505:
425:
1900:
Visions of Childhood: Influential Models from Locke to Spock
1799:
Visions of Childhood: Influential Models from Locke to Spock
1625:. Ed. Amélie Oksenberg Rorty. London: Routledge (1998), 190.
802:
690:. Locke's curricular recommendations reflect the break from
906:, in the educational treatise she penned with her father,
1343:. 10th edition. London: Printed for J. Newbery (1760), 6.
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view of man, which grounds its conception of humanity in
1942:
Leites, Edmund. "Locke's Liberal Theory of Parenthood."
1556:
Leites, Edmund. "Locke's Liberal Theory of Parenthood."
2046:. Ed. Amélie Oksenberg Rorty. London: Routledge, 1998.
1931:. Ed. Amélie Oksenberg Rorty. London: Routledge, 1998.
1976:. Knoxville: The University of Tennessee Press, 1981.
1669:
Locke, John. "Letter to Mrs. Clarke, February 1685."
89:
Locke wrote the letters that would eventually become
1872:. Albany: State University of New York Press, 1987.
1642:. Cambridge: Cambridge University Press (1997), 190.
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all sorts of Children, of whatever class they are."
1297:. London: Jonathan Cape (1983), 226; 246–7; 257–72.
1031:. Chicago: University of Chicago Press (1984), 80.
794:appears either more egalitarian, or more unbodied.
399:, who had challenged the cultural authority of the
2044:Philosophers on Education: Historical Perspectives
1929:Philosophers on Education: Historical Perspectives
1623:Philosophers on Education: Historical Perspectives
78:or "blank slate"; that is, it did not contain any
1927:Gay, Peter. "Locke on the Education of Paupers."
1621:Gay, Peter. "Locke on the Education of Paupers."
2178:
915:John Cleverley and D. C. Phillips place Locke's
1887:. Cambridge: Cambridge University Press, 1994.
2013:. Chicago: University of Chicago Press, 1984.
1141:
1139:
2042:Yolton, John. "Locke: Education for Virtue."
1850:. Cambridge: Harvard University Press, 2001.
1516:. London: George Allen and Unwin (1980), 241.
948:twentieth century has been dominated by the "
839:, believed this as well; Leibniz argued that
331:
1295:Dream Babies: Child Care from Locke to Spock
706:in the eighteenth and nineteenth centuries.
1136:
1087:"Clarke [née Jepp], Mary (d. 1705)"
72:, contending that the mind is originally a
1797:Qtd. in John Cleverley and D.C. Phillips,
1078:
866:. It was also excerpted in novels such as
338:
324:
1784:See, for example, Jean-Jacques Rousseau,
1634:Locke, John. "An Essay on the Poor Law."
1084:
568:every day in cold water, and to have his
2107:, and does not reflect subsequent edits.
2090:
1835:. London: George Allen and Unwin, 1980.
1801:. New York: Teachers College (1986), 21.
801:
618:
22:
1660:Locke, "An Essay on the Poor Law," 191.
1247:An Essay Concerning Human Understanding
1092:Oxford Dictionary of National Biography
797:
2179:
1987:Sahakian, William S. and Mabel Lewis.
1959:The Educational Writings of John Locke
1861:Brown, Gillian. "Lockean Pediatrics."
1671:The Educational Writings of John Locke
1253:. New York: Penguin Books (1997), 357.
1085:Mendelson, Sara Heller (27 May 2010).
1042:The Educational Writings of John Locke
939:Such techniques were also integral to
654:Locke does not dedicate much space in
649:
623:Title page from the fourth edition of
552:children above all, Locke quotes from
1604:
467:
403:, reformers such as Locke, and later
97:
27:Title page from the first edition of
1902:. New York: Teachers College, 1986.
1898:Cleverley, John and D. C. Phillips.
1709:Locke, "Letter to Mrs. Clarke," 344.
1651:Locke, "Essay on the Poor Law," 190.
832:Essay Concerning Human Understanding
736:applied only to the wealthy and the
626:Essay Concerning Human Understanding
601:Essay Concerning Human Understanding
584:
475:Essay Concerning Human Understanding
65:Essay Concerning Human Understanding
968:Of the Conduct of the Understanding
847:in its impact on European society.
13:
2163:Some Thoughts Concerning Education
2151:Some Thoughts Concerning Education
2139:Some Thoughts Concerning Education
2131:Some Thoughts Concerning Education
2077:
1819:Cleverley and Phillips, Chapter 2.
1691:Simons, 140; see also Tarcov, 112.
1608:Some thoughts concerning education
1012:Some Thoughts Concerning Education
989:Some Thoughts Concerning Education
917:Some Thoughts Concerning Education
852:Some Thoughts Concerning Education
827:Some Thoughts Concerning Education
822:Some Thoughts Concerning Education
759:Some Thoughts Concerning Education
742:Some Thoughts Concerning Education
656:Some Thoughts Concerning Education
591:Some Thoughts Concerning Education
480:Some Thoughts Concerning Education
450:Some Thoughts Concerning Education
84:Some Thoughts Concerning Education
40:Some Thoughts Concerning Education
32:Some Thoughts Concerning Education
14:
2228:
2058:
1335:For example, in the "Preface" to
1040:Axtell, James L. "Introduction."
572:so thin that they might leak and
2123:
2089:
2031:. New York: Random House, 1971.
1944:Ethnicity, Identity, and History
1885:The Cambridge Companion to Locke
1558:Ethnicity, Identity, and History
1055:Journal of the Warburg Institute
778:(1696), the female companion to
702:ethos that would come to define
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2202:History of education in England
2170:John Locke at Project Gutenberg
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498:Locke posits an "empty" mind—a
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375:As England became increasingly
1534:John Dunn, in his influential
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678:and advocated the teaching of
203:A Letter Concerning Toleration
59:, acknowledged its influence.
1:
2011:Locke's Education for Liberty
1271:Tarcov, 83ff and Jolley 28ff.
1029:Locke's Education for Liberty
1000:– via Internet Archive.
643:Second Treatise on Government
68:(1690), Locke outlined a new
589:Locke dedicates the bulk of
7:
1810:Cleverley and Phillips, 26.
1337:A Little Pretty Pocket-Book
955:
921:Etienne Bonnot de Condillac
208:Two Treatises of Government
170:Argument from consciousness
10:
2233:
1972:Pickering, Samuel F., Jr.
1915:Eighteenth-Century Studies
1865:14.3/15.1 (2000–1): 11–17.
1736:Pickering, Samuel F., Jr.
1016:Eighteenth-Century Studies
930:Johann Heinrich Pestalozzi
892:politically dissimilar as
716:Some Thoughts on Education
387:educational values of the
1773:The Guardian of Education
1378:See, for example, Locke,
899:The Guardian of Education
776:The Whole Duty of a Woman
752:
195:Fundamental Constitutions
2029:John Locke and Education
1991:. Boston: Twayne, 1975.
1584:John Locke and Education
1454:John Locke and Education
1208:John Locke and Education
974:
709:
183:(listed chronologically)
160:Labor theory of property
2207:Philosophy of education
1917:17.2 (1983–84): 139–55.
1636:Locke: Political Essays
1582:Axtell, 52 and Yolton,
1458:Two Intellectual Worlds
1367:Two Intellectual Worlds
1097:Oxford University Press
962:Philosophy of education
925:Claude Adrien Helvétius
784:(1657), and Rousseau's
439:
261:1st Earl of Shaftesbury
16:1693 book by John Locke
2187:1693 non-fiction books
2085:
2065:Listen to this article
1786:Emile, or on Education
1762:Qtd. in Pickering, 12.
1293:Hardyment, Christina.
1195:Locke: An Introduction
1105:10.1093/REF:ODNB/66720
814:Along with Rousseau's
811:
629:
616:" (Locke's emphasis).
562:warmly clad or covered
391:, which had enshrined
35:
2197:Books about education
2084:
2006:40.1 (1990): 135–145.
1863:Annals of Scholarship
805:
781:The Whole Duty of Man
676:scientific revolution
622:
524:associations of ideas
271:Jean-Jacques Rousseau
57:Jean-Jacques Rousseau
26:
2116:More spoken articles
1883:Chappell, Vere, ed.
1700:Simons, 139 and 143.
1605:Locke, John (1764).
1430:Tarcov, 117–8.
1066:Axtell, 69–87.
1018:17.2 (1983–84), 141.
896:, in her periodical
889:Essay Upon Education
843:superseded even the
798:Reception and legacy
307:Classical liberalism
225:Concerning Education
53:education in England
2212:Works by John Locke
2165:at Internet Archive
1595:Qtd. in Axtell, 52.
1095:(online ed.).
909:Practical Education
650:Academic curriculum
216:Human Understanding
214:An Essay Concerning
2149:Free full text of
2086:
2004:Educational Theory
1751:History of Science
1178:Educational Theory
950:nature vs. nurture
941:Maria Montessori's
812:
630:
610:slavish discipline
468:Pedagogical theory
138:Limited government
98:Historical context
36:
2161:First edition of
2128:Works related to
2082:
1753:23 (1985), 132–3.
1460:, 34–37; Yolton,
1456:, 29–30; Yolton,
1180:40.1 (1990), 143.
868:Samuel Richardson
837:Gottfried Leibniz
604:. Throughout the
585:Virtue and reason
566:feet to be washed
430:emerging sciences
407:, argued against
348:
347:
234:the Understanding
232:Of the Conduct of
155:Right to property
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2009:Tarcov, Nathan.
1924:6 (1984): 66–84.
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1727:Ezell, 147.
1640:Mark Goldie
1262:Jolley, 28.
1167:Ezell, 140.
1145:Tarcov, 79.
1124:Axtell, 13.
768:Mary Astell
528:tabula rasa
516:tabula rasa
501:tabula rasa
484:Augustinian
446:Mary Clarke
434:mathematics
389:Renaissance
365:John Milton
357:John Aubrey
353:John Evelyn
197:of Carolina
144:Tabula rasa
75:tabula rasa
2181:Categories
2112:Audio help
2103:2008-07-12
1989:John Locke
1075:Axtell, 4.
862:, and one
692:scholastic
490:, and the
381:secularist
302:Empiricism
276:Adam Smith
266:David Hume
124:John Locke
82:at birth.
49:John Locke
43:is a 1693
2217:Treatises
764:daughters
700:bourgeois
684:astronomy
680:geography
530:. In the
511:Theatetus
492:Cartesian
444:In 1684,
417:Aristotle
409:Cambridge
2114: ·
1473:Yolton,
1452:Yolton,
1391:Yolton,
1382:, 89–91.
1365:Yolton,
1284:, 11–20.
1206:Yolton,
956:See also
850:Locke's
695:humanism
612:makes a
401:classics
385:humanist
116:a series
114:Part of
45:treatise
2101: (
2072:minutes
1569:Locke,
1499:Locke,
1486:Locke,
1439:Locke,
1417:Locke,
1404:Locke,
1352:Locke,
1322:Locke,
1306:Locke,
1280:Locke,
1232:Locke,
1219:Locke,
1110:29 July
996:28 July
864:Swedish
704:Britain
688:anatomy
558:Satires
554:Juvenal
62:In his
29:Locke's
2050:
2035:
2017:
1995:
1980:
1965:
1950:
1935:
1906:
1891:
1876:
1854:
1839:
1638:. Ed.
1573:, 102.
1503:, 143.
1490:, 195.
1249:. Ed.
873:Pamela
810:(1697)
753:Gender
720:Vertue
686:, and
413:Oxford
383:, the
363:, and
243:People
34:(1693)
1477:, 38.
1443:, 68.
1421:, 34.
1380:Essay
1356:, 25.
1326:, 12.
1310:, 11.
1236:, 10.
1223:, 41.
975:Notes
860:Dutch
845:Essay
817:Emile
787:Emile
710:Class
666:Latin
606:Essay
570:shoes
532:Essay
506:Plato
496:Essay
426:Latin
422:Greek
179:Works
2048:ISBN
2033:ISBN
2015:ISBN
1993:ISBN
1978:ISBN
1963:ISBN
1948:ISBN
1933:ISBN
1904:ISBN
1889:ISBN
1874:ISBN
1852:ISBN
1837:ISBN
1112:2020
998:2016
923:and
478:and
440:Text
424:and
411:and
379:and
2154:at
2142:at
1101:doi
1014:."
870:'s
725:all
661:how
556:'s
508:'s
2183::
2070:31
2027:.
1315:^
1138:^
1099:.
1089:.
682:,
432:,
359:,
355:,
118:on
2118:)
2110:(
2105:)
2074:)
2067:(
2054:.
2039:.
2021:.
1999:.
1984:.
1969:.
1954:.
1939:.
1910:.
1895:.
1880:.
1858:.
1843:.
1114:.
1103::
339:e
332:t
325:v
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