Jean-Jacques Rousseau's classic work "Emile" of 1762 is contrasted with Henry G. Giroux's 1981 book "Ideology Culture and the Process of Schooling." Although both Giroux and Rousseau are social critics, their notions about education and its outcome are contrary and not due to historical time alone. This comparative analysis characterizes Rousseau's "natural" education as individual, sheltered, and "bourgeois"; Giroux's "radical" education, on the other hand, emphasizes consciousness of ideology and group improvement. Another major difference is that Emile was kept historically naive. Giroux refers to Rousseau as "a radical humanist thinker in terms of his strategy-based educational position." This critique, however, agrees with Giroux's major point that curriculum, itself, is never neutral except in isolation. Rousseau's more male-oriented, individual-centered position would be appreciated by economic libertarian individuals who oppose governmental interference in education and taxation for support of public education. For the radical, pedagogy includes individual freedom and social reconstruction. The more practical approach of educating the individual within the group disavows bias against females, social class, or ethnicity. (CJH)