A Study on the Comparative Methodology of Religious Education between David Hume and Jean Jacques Rousseau

ABSTRACT

With the beginning of a new century, religion is coming to the fore as one of the most serious problems. By making different religions coexist with one another throughout the world, the Globalization raises not a few conflicts and crashes. The purpose of this treatise is to examine on the comparative methodology of Religious education between David Hume and Jean Jacques Rousseau in the Enlightenment period. D. Hume negated both ethical scepticism and religious dogmatism and respected public common life. He inductively criticized private rationality and empirically adopted public common sentiments as responsibility towards daily life. D. Hume was correlative share between naturalistic attitude and empirical standpoint. Since he observed the daily life related with religious issues, he was a naturalist because he developed public common sentiments in an experiential manner to solve humanity sentiments and sympathetic feeling. He focused on social dimension in Religious education According to J. J. Rousseau, religious education is not abstract or metaphysical theory by learners themselves experience. He focused on institutional dimensions in religious education for their own inner nature can be stimulated and be mature. Religious education for their principles can be found in God’s faithfulness to the truth by the way of self-cultivation in religious education. Now we can say that the teaching of religious education is to communicate each other, based not on reason but on emotion. And the result of this process across all situations should have an openness to other religions. Rousseau’s intention on the religious education was based on voluntary participation and social institutionalization.