Rousseau i 2013: De-konstrueret og re-konstrueret

What will become of Rousseau when read in a non-transcendent way, as a line of some of the most prominent
contemporary theorists of the philosophy of education
would suggest as inevitable? To answer this question,
the position and analytical tools of Jacque
s Derrida are clarifi ed, and Rousseau’s “
Émile ou De l’éducation” is
read non-transcendentally, which implies a challenge an
d a deconstruction of the way Rousseau has built the
argument for his educational project. Th
e article concludes with a critical
discussion of its own method, and
challenges the asserted unavoidability of the
deconstructive readings of Rousseau’s text.