Existensialism

Cecile F.
Bulante
BSE-3 English
EXISTENTIALISM
Nature :
When it comes to existentialism, the learning that takes place is very subjective. The
material to be taught is secondary to experience. Its all about helping the learner develop a
sense of self. They have to be able to take the information presented and chose what path to take
based on themselves as unique individual.
Educational Aim:
Existentialist education seeks to create awareness of the institutions, forces and trends
that limit freedom, create an intensity of awareness regarding the freedom to choose, cultivate
the sense that each human being is responsible for his own self-definition and for acting to fulfill
his emerging self, and distinguish between trivial and meaningful choices.
Teaching Strategies:
Teaching methods vary as long as it will not obscure the I-Thou balance.
Another is by using the Socratic dialogue, a technique of inquiry where the

teacher doesnt know the answer to the questions posed.
Curricular Emphasis:
Existential curriculum content is focused on individuals and relationships: relationships
between learners, learner-teacher relationships, and even the learners relationships with
historical individuals, who demonstrate possible actions and choices for the learner to model
their own life after. The primary aim of the curriculum is to help learners develop their own
values and understand themselves within their own cultural context: rather
than being dense with facts to learn, an existential curriculum includes activities that will
help learners explore and express their own values and identities.
Choice and freedom are fundamental to existentialist philosophy. One object of a curriculum will
be to expose learners to a wide range of options from which to choose their own identity, goals,
and values. Learners should be given a great deal of freedom to pursue areas of interest, and to
engage with peers in discussions that help them shape and clarify their individual values in a
social context.
Role of Teachers:
The teacher in existentialist education is there to provide pathways for students to explore
their own values, meanings, and choices. In order to do this, learners need to be aware of as
many options and choices as possible; they need to feel empowered and free to determine their
own values and identities; and they need a multiplicity of experiences to enhance their selfawareness. The teachers primary responsibility is to provide all these things, and to maintain a
learning environment where students feel encouraged to express themselves through discussion,
creative projects, and choice of study areas
Role of Students:
The role of the student is to determine their own values and identity. Existentialist
education recognizes the role of both culture and individual nature in identity formation. The
existentialist student maintains a dialogue between the self and cultural values: considering the
self in cultural context, and considering cultural values in relation to the self.
Freedom, choice, and responsibility form a complex interrelation in existentialist philosophy.

The student is free to form and pursue their own values, but that freedom comes includes taking
full responsibility for those values. The existentialist student accepts responsibility for their own
values, feelings, and actions, because these have been self-generated rather than dictated by an
authority.
Role of School:
Career-oriented education is seen as a means for students to become aware of their
individual talents and potential, with success as a concept thats open to interpretation by the
student.
Existentialism in education focuses on giving students the ability to develop their own
creativity and personal modes of self-expression.In schools that incorporate existentialism,
historical figures are never held up as unassailable models of virtue or behavior, but as figures
for students to analyze and explore. The same is true of the existentialist approach to art
established models are there to inspire students and enable them to unleash their own personal
creativity and imagination.
Conclusion:
Essentialists believe that there is a common core of knowledge that needs to be
transmitted to students in a systematic, disciplined way. The emphasis in this conservative
perspective is on intellectual and moral standards that schools should teach. The core of the
curriculum is essential knowledge and skills and academic rigor. Although this educational
philosophy is similar in some ways to Perennialism, Essentialists accept the idea that this core
curriculum may change. Schooling should be practical, preparing students to become valuable
members of society. It should focus on facts-the objective reality out there--and "the basics,"
training students to read, write, speak, and compute clearly and logically. Schools should not try
to set or influence policies. Students should be taught hard work, respect for authority, and
discipline. Teachers are to help students keep their non-productive instincts in check, such as
aggression or mindlessness. This approach was in reaction to progressivist approaches prevalent
in the 1920s and 30s. William Bagley, took progressivist approaches to task in the journal he
formed in 1934. Other proponents of Essentialism are: James D. Koerner (1959), H. G. Rickover
(1959), Paul Copperman (1978), and Theodore Sizer (1985).

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Cecile F.

Another is by using the Socratic dialogue, a technique of inquiry where the

Freedom, choice, and responsibility form a complex interrelation in existentialist philosophy.

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