‘Physique’ and education, with reference to Rousseau’s Émile

Abstract

The purpose of this paper was to clarify the referents of “physique” (adj.) and discuss its significance in the educational context of J. J. Rousseau's Émile.
In 18th century France, the term ‘physique’ was a synonym for ‘naturel(les)’, and did not refer directly to the human body (‘corps’). This implies that the educational theory of ‘physique’ found in Émile differed in some way from the contemporary concept of ‘physical education’ as education of the human body. By considering the educational theory of ‘physique’ as a prototype of physical education, this paper attempts to clarify its contexts, and to trace its educational significance.
The main points derived were as follows:
In Émile, ‘physique’ was paired with ‘moral’ (‘moreau’), which corresponds to the stages of human development. The former meant the characteristics of stages in infancy, while the latter meant the stages after puberty. Education aimed at ‘the being of physique’ attempts to facilitate acquisition of abilities for self-conservation. In order to acquire such abilities, not only the human body but also mentality needs to be developed. The educational theory of ‘physique’, which attempts to cultivate both, is appropriate for childhood.
In the work of Rousseau, ‘physique’ has referents different from the human body. Although the educational theory of ‘physique’ includes the human body, the two need to be distinguished from each other.