Rousseau's epistemology is outlined and when placed alongside his account of nature, the moral psychology of Emile is explained. Difficulties with the moral psychology are discussed, and it is maintained that, despite its internal consistency, it remains an implausible theory. Rousseau's developmentalism is explained and it is shown how he needs an account of intrinsic motivation to explain why children will learn spontaneously. His developmental theory, however, puts a greater weight on the notion of amour proper than that concept can reasonably bear. In conclusion, it is maintained that it would be mistaken to take Rousseau's account of learning, as it stands, as a reliable guide to pedagogic practice.
Many liberal thinkers commit themselves to some version of communicative democracy.
Liberal thinkers from John Stuart Mill to Jurgen Habermas seem to assume we secure communicative democracy if everyone is assured of freedom of speech. My paper challenges this view. Freedom of speech means very little, especially for those oppressed, if no one is listening. My paper outlines a model of democratic listening. Most theories of listening assume it is a passive function.