Introduction. Education is a key driver of social progress and sustainable development, with learner-centered approaches gaining increasing recognition. Jean-Jacques Rousseau’s natural education philosophy, as presented in Émile or On Education, advocates for experiential learning, autonomy, and moral development, principles that closely align with contemporary educational reforms. Vietnam’s Happy Schools initiative, launched to foster a positive and inclusive learning environment, shares many of Rousseau’s ideals. However, limited research has explored how his educational philosophy can be practically applied within Vietnam’s school system. This study examines the applicability of Rousseau’s principles to the Happy Schools initiative, aiming to provide insights into fostering holistic, student-centered education.
Study participants and methods. This study employs a qualitative research design, analyzing primary and secondary sources related to Rousseau’s educational philosophy, contemporary interpretations of his work, and Vietnam’s Happy Schools initiative. Thematic analysis was used to identify key concepts in Rousseau’s writings and compare them with modern educational policies. The study systematically reviewed literature, including Rousseau’s original texts, scholarly interpretations, and Vietnamese education guidelines, to extract recurring themes related to experiential learning, moral education, and holistic development.
Results. The findings reveal that Rousseau’s philosophy emphasizes education as a transformative force that nurtures personal freedom, moral character, and balanced development. His principles advocate for student autonomy, experiential learning, and emotional well-being—values reflected in Vietnam’s Happy Schools framework. The study highlights the relevance of Rousseau’s dual educational objectives: cultivating free, responsible citizens and achieving a harmonious balance between intellectual, moral, and physical development. Moreover, Rousseau’s advocacy for learner-centered methods, such as experiential learning and moral education through natural consequences, aligns with modern pedagogical approaches. However, challenges remain in implementing these ideas in Vietnam’s structured educational system, particularly regarding rigid curricula and high-stakes assessments.
Conclusion. Rousseau’s natural education philosophy remains highly relevant in contemporary educational discourse and offers valuable insights for enhancing Vietnam’s Happy Schools initiative. While systemic challenges exist, integrating experiential and moral education can foster a more inclusive, student-centered learning environment. Future research should explore strategies for adapting Rousseau’s principles within standardized curricula and assess the long-term impact of Happy Schools on student development. The study contributes to global discussions on holistic education, reinforcing the enduring significance of Rousseau’s vision in shaping progressive educational reforms.
Keywords: Rousseau, natural education, “Émile or On Education,” happy schools, Vietnam
For Citation: Do, T., Dinh, T. N., & Pham, K. D. (2025). The natural education philosophy of Rousseau and its implications for building happy schools in Vietnam today. Perspektivy nauki i obrazovania = Perspectives of Science and Education, (5), 590–600. https://doi.org/10.32744/pse.2025.5.38
Authors:
Trang Do (Ho Chi Minh City, Vietnam) — Associate Professor. Ho Chi Minh City University of Law. E-mail: dtttrang-cb@hcmulaw.edu.vn
Thach Ngoc Dinh (Ho Chi Minh City, Vietnam) — Associate Professor
University of Social Sciences and Humanities. Vietnam National University Ho Chi Minh City. E-mail: dinhngocthach@hcmussh.edu.vn
Khue Dinh Pham (Hanoi, Vietnam) [Corresponding author] — Lecturer, Doctor of Philosophy. Hanoi Architectural University. E-mail: khuepd@hau.edu.vn
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