ABSTRACT
Intellectual education is for him a means for the elucidation, improvement and furtherance of the industrial and moral life of the phalange. The intellectual training a child will receive in classrooms of the phalange is only very briefly and inadequately outlined in Charles Fourier works. Fourier’s approach to geography, as well as to the content and method of instruction of the subject, is in keeping with his general utilitarian and essentially practical attitude. Fourier disdains physical geography, and criticizes the Parisian method of teaching as not sufficiently practical and too long in duration. Fourier has little else to say either about the syllabus or teaching method of the other subjects of the curriculum. The use of analogy, as hinted earlier, explains in Fourier’s system the “mechanics” of life. His criticisms of the intellectual education of his time were thus directed, at resolving the place of academic studies in the whole development of the child.
