CAJ | 학술논문

　　卢梭是现代西方启蒙教育学的奠基人之一，但其教育学思想历来被误解甚多。从“卢梭问题”出发，解析其启蒙教育学的基本逻辑，力求廓清其本来面目，为解决当代童年问题寻求理论借鉴。卢梭将人的自由分为自然性自由和社会性自由。消极教育作用于儿童天赋理性，为自然性自由的发展提供适合的环境，以促其壮大。这对教育目的，即培育理性的能充分懂得自由的成熟个体人，有着极其重要的意义。卢梭教育学思想建基于其人类学理论，二者使得包括康德在内的现代启蒙思想家们受益匪浅。在当代教育改革语境中，如果卢梭的启蒙教育思想仅仅被概括为“儿童中心”，那么这种错误应该得到纠正。
　　로사시현대서방계몽교육학적전기인지일，단기교육학사상력래피오해심다。종“로사문제”출발，해석기계몽교육학적기본라집，력구곽청기본래면목，위해결당대동년문제심구이론차감。로사장인적자유분위자연성자유화사회성자유。소겁교육작용우인동천부이성，위자연성자유적발전제공괄합적배경，이촉기장대。저대교육목적，즉배육이성적능충분동득자유적성숙개체인，유착겁기중요적의의。로사교육학사상건기우기인류학이론，이자사득포괄강덕재내적현대계몽사상가문수익비천。재당대교육개혁어경중，여과로사적계몽교육사상부부피개괄위“인동중심”，나요저충착오응해득도규정。
Jean-Jacques Rousseau is one of the founders of Enlightens Pedagogy, but his thoughts have been misunderstood generally. This paper analyses his logical Pedagogy from Rousseau’s Question to seek the proper understanding of the thoughts for today’s childhood. It is said that Rousseau separated the human freedom into natural and social dimensions; negative education is supply the proper situation for the development of children’s natural reason. This is very important to his educational objective that cultivated the reasonable and free individual. Rousseau ′s Pedagogy was foundered on his Anthropology, and these benefit many modern ideologists, such as Kant. In contemporary context, his thoughts are being treated only as children’s-centered, this superficial understanding should be corrected.