ROUSSEAU’NUN EMİLE’İNDE İDEAL KADIN VE ERKEK KURGULARININ ELEŞTİRİSİ

ÖZ: Sosyal politik düzen idealini Toplum Sözleşmesi adlı eserinde sunan Jean Jacques Rousseau, Emile ya da Eğitim Üzerine adlı eserinde ise bireysel bir ideal eğitim tasavvuru yaparak bu sosyal politik düzen için zemin oluşturur. Bu makalede Rousseau’nun Emile adlı eseri toplumsal cinsiyet perspektifinden incelenmiş; eğitimin toplumu dönüştürme ve bireyler için oluşturulan rolleri benimsettirme noktasında nasıl kullanıldığını gözler önüne sermek amaçlanmıştır. Her ne kadar Rousseau, Toplum Sözleşmesi’nde genel iradeye dayalı olarak eşitlikçi bir görüş çizmiş olsa da Emile’de erkekler için iyi yurttaşlık eğitimi sunarken kadınlar için ise sadece ideal kadın-anne olmayı tanımlar. Emile’de kadınlar, kendi kendilerine karar alabilen bireyler olarak gösterilmez; özelde Sofie’nin, genelde ise kadınların varlığı, evlenene kadar babanın, evlendikten sonra ise kocanın iradesine bağlı kılınmaktadır. Zira Rousseau, kadınların “güçsüzlüklerini,” kadın olmaları sebebiyle sahip oldukları yeniden-üretim işlevlerine ve onlara atfettiği “kendi kendilerine karar alamama,” “hassas olma” gibi niteliklere bağlamaktadır. Sonuç olarak, Rousseau’nun eğitim modelinde doğada deneyerek ve görerek öğrenen Emile iken; özel alan içerisinde eğitim görerek ataerkil düzene göre idealize edilen Sofie olmuştur. ABSTRACT: Jean Jacques Rousseau, who presents his ideal of a social-political order in his work The Social Contract, envisions his ideal education for an individual in Emile or On Education through which he lays the groundwork for this social-political order. In this article, Rousseau's education model is analyzed from a gender perspective, based on his book Emile; it is aimed to reveal how education is used in transforming society and making individuals adopt the roles created for them. Although Rousseau has egalitarian views based on the concept of the general will in The Social Contract, in Emile, while he offers good citizenship education for men, limits women to being the ideal woman-mother. In Emile, women are not accepted as individuals who can make decisions independently; the existence of Sofie in particular, and women in general, is made dependent on the will of fathers and husbands. Rousseau attributes women's “powerlessness” to their reproductive functions, and to the characteristics - such as “inability to make decisions independently,” and “sensitivity” - which he designates as belonging to women. As a result, while Emile learns by experiencing and observing the nature, Sofie is idealized in accordance with the patriarchal order by being educated in the private sphere

A tale of ambiguity: citizenship, nationalism and democracy in Turkey

We argue that historically the official Turkish nationalism and citizenship regime have been marked by an ambiguity that arises from the simultaneous existence of - and repeatedly occurring swings between - the ethno-centric and civic-political understandings of citizenship. We also suggest that the concept of territoriality, which took precedence over other factors in the creation of a new state in 1923, has functioned as a hegemonic reference in the official conceptualisations of the Turkish nation and self. The territorial focus, over time, has been conflated with the ethnic conceptualisations of the nation: both become the underlining elements of the discourse of official nationalism in Turkey, and are utilised in the successive reformulations of citizenship into the 2000s. Through the analysis of schoolbooks and curricula, we further argue that the major oscillations in nationalism nevertheless coincided with the ruptures that characterised the making of modern Turkey: modernisation, democratisation, globalisation and Europeanisation