Victor Cousin
The French philosopher and teacher Victor Cousin (1792-1867) helped to reorganize the French main school program. In addition, he established that the study of doctrine as a significant intellectual pursuit of their French secondary and high colleges.
Victor Cousin was created in Paris in the middle of the Revolution Nov. 28, 1792, the son of a poor watchmaker. Like many boys of humble birth at that moment, Cousin languished from the roads awaiting the right age to get into an apprenticeship. When he was 11, a fateful event changed the course of his own life: at a street fight between schoolboys Cousin came into the rescue of their underdog, whose mom was appearing on. A woman of way, she gratefully compensated for Cousin's education in the Lycée Charlemagne, in which he became one of their most brilliant pupils in the institution's history. He also continued his successful Profession career early as a student in the prestigious école Normale, where he chose a career in philosophy, then as a teacher of doctrine and in many schools, and eventually as a professor at the Sorbonne.
According to Cousin's"eclecticism," because he called his strategy, the individual brain can accept all closely moderate and overburdened interpretations of earth. No system of thought is regarded as untrue, just incomplete. By analyzing the history of doctrine, and Cousin guided his students to select from every system what's true inside and in so doing to arrive in an entire doctrine. The debut of the history of doctrine and as a significant field in higher schools in France is a lasting accomplishment of Cousin. He organized the foundation of doctrine in two big functions: Cours de l'histoire de la philosophie (Course of the History of Philosophy), revised and written between 1815 and 1841, parts of which were translated into English; along with the read Du vrai, du beau, et du bien (1836), that was translated into English under the name Lectures about the True, the gorgeous, and the Good, and that came out from 31 variations over 90 decades.
Throughout the years of the Bourbon restoration (1820-1830), Cousin, believed overly liberal, has been fired by the Sorbonne. While travel in Germany during this time, he had been detained for 6 weeks for becoming a liberal agitator, a fee that has been completely unfounded.
At the authorities of the July Monarchy (1830-1848) Cousin climbed to the heights of energy and success as a teacher and statesman. As a part of the Council of State and afterwards as a peer, he exercised the significant influence on French colleges and universities. Due to his understanding of Germany, Cousin was delivered to research the successful main school systems of several German states, particularly Prussia. His publication Report of the Condition of Public Instruction at Prussia (1833), advocating reforms to the French, was read overseas and awakened many Americans, Horace Mann and Calvin Stowe among others, to pay a visit to Prussia to find out just how the budding American average school could be directed in its evolution. The Guizot Legislation of 1833, that was a philosopher for the French main school program, was composed by Cousin and according to his Report.
The Revolution of 1848 abandoned Cousin with no project. Nevertheless his influence continued to be felt in the following two generations, because the leaders of the French state had been the graduates of those universities which for 18 years had sensed that the imprint of Cousin's energetic design, thought, and character. Cousin never wed.
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