Religious underpinnings of the J. Locke and J.-J. Rousseau philosophical and pedagogical concepts

The article identifies the religious underpinnings of J. Locke and J.-J. Rousseau’s philosophical and pedagogical concepts. In this context, the author clarifies the philosophers’ religious views and defines the relationship between their religious and pedagogical beliefs by analyzing the philosophers’ vision of the aim of pedagogical impact, the content of education, the teacher’s character, pedagogical methods and the educational environment. Locke’s and J.-J. Rousseau’s pedagogical approaches differ significantly, finding the grounds for the divergence not only in their epistemological and anthropological, but also in their religious beliefs. The identification of the religious grounds for the scholars’ concepts constitutes the scientific novelty of the present research and makes it possible to expand the comparative analysis of these concepts. Consequently, the study proves that the pedagogical systems of J. Locke and J.-J. Rousseau reflect their religious beliefs, and any differences in these pedagogical systems reflect the peculiarities of the philosopher’s religious views.