They do so as well in the interpretation of classic pedagogy, as innocence is a conceptual element in the writings of several pedagogues. They do so while analyzing the social construction and reconstruction of childhood at different times and in different historical and contemporary contexts. Researchers deal with questions of children’s innocence often rather implicitly. Innocence is not a scientific term therefore, the numerous studies concerning processes, seminal ideas, and functions of the value assessment of children and childhood do not constitute a unified research area. Innocence is then emphasized to defend the assumption of an absence of sexuality in children and the demand for such absence. From the 19th century onward, the idea of children’s innocence is strongly interrelated with children’s sexuality. With the Enlightenment and success of Rousseau’s Émile, nature becomes a new point of reference. Innocence used to be a religious notion in earlier times. Innocence has been attributed to children and childhood by adults at all times, but content and social function of such glorifying assessments show considerable variation over time and context, and the valuation is never unanimous among contemporaries. Such innocence is taken as the promise of a renewal of the world by the children. The notion of innocence refers to children’s simplicity, their lack of knowledge, and their purity not yet spoiled by mundane affairs.
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