Jean-Jacques Rousseau's thoughts on life science and education in his Work "emile"

Jean-Jacques Rousseau, who lived in the 17th century, has many significant elements in his work Emile about education. It has been perceived that the 1st and 2nd books are related to the teaching of life science lessons. The aim of this study is to determine the thoughts of Jean Jacques Rousseau on life science lesson and education in his work Emile. In this context, qualitative research model and document analysis were applied. The data source of the study is composed of the Jean Jacques Rousseau's work Emile, book 1 and 2. The results obtained from the document analysis are as follows: 1. In 14 different statements in his book Emile, Rousseau is found to have thoughts about the purpose of life science lesson. These are categorized under: to train happy individual (8), to ensure the child know himself/herself (2), teaching life (2), to train a good person (1), and to train an effective citizen (1). 2. Similarly, in 76 different statements in his book, he is found to have thoughts about the curriculum of life science lesson. These are thoughts and values (33), science (12), social sciences (12), objects education (10), nature, community, goods (9). It is seen that there are no thoughts on "art" category, which is one of the subjects of life science lessons. 3. It is also seen that Rousseau has thoughts about 7 of the core subjects covered in 2018 life science class curriculum [patriotism (5), love (2), patience (2), justice (1), honesty (1), responsibility (1) and self-control (1)] while he has not expressed any thoughts on 3 subjects [respect, friendship, and helpfulness], which are all 4. In 140 different statements in his book, he is also found to have thoughts about the things that the educators take into consideration while preparing the curriculum of life science lesson. Of these thoughts "the features of the educational science" category takes place in 122 spots. This is followed by the environment that the student is in (13) and readiness (4) categories. No view on the "gains" category, which is taken into consideration in preparing the curriculum of life science lesson, has been detected. 5. Also in 122 statements in his book Emile it is seen that Rousseau has thoughts about the "features of the educational science" category, which is taken into consideration by the educators while preparing the curriculum of life science lesson. These thoughts are categorized under 7 main topics [language development (37), moral development (18), emotional development (17), mental development (16), physical development (15), personality development (12), and social development (2)]. 6. In a similar way, in 46 parts of Emile, he is found to have thoughts about the principles of life science education. These thoughts are categorized under 9 education principles [juvenility (27), actuality (5), concentration (4), locality (3), meaningfulness (3), from known to unknown (1), concrete to abstract (1), simple to complex (1), and closely away]. 7. In 106 statements, it is seen that he has thoughts about education. These thoughts are categorized under 25 subjects in Emile. "Learning by experimenting" has been phrased at most (26) and this is followed by the categories of "school" (25) "mistakes in education" (7), and "process in education" (6).