NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ953481
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-0305-4985
Mary Wollstonecraft and Catharine Macaulay on Education
Frazer, Elizabeth
Oxford Review of Education, v37 n5 p603-617 2011
Catharine Macaulay and Mary Wollstonecraft are linked by intellectual and political bonds; for both, education is a philosophical and political preoccupation in its own right, and also interacts with philosophical questions of morality, social power, theology, truth and human action. Macaulay's philosophical and political engagements with Hobbes, Burke and with 18th-century deism lend a particular cast to her theory of education, and influenced Wollstonecraft who shares a good deal of Macaulay's critical reading of Locke and Rousseau on education. They both focus in particular on the relationships between authority, social power and gender that structure Rousseau's pedagogy. Their method of criticism, as well as their developed evaluations of equality and friendship, are notably significant for later feminist and social theory, although their position on truth and rationality in connection with theology is not. For later social theorists the "social constructivism" and politicisation of social and cultural relationships, that is a central thread of Wollstonecraft's analysis, is a lasting legacy. (Contains 12 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)