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Sep 22, 2023 · Existentialism in education is a teaching and learning philosophy that focuses on the student’s freedom and agency to choose their future. Existentialist educators believe there is no god or higher power guiding their students.
- Radical free choice: Existentialists often highlight that everyone has freedom of choice, and that no matter how constrained we may feel, there is almost always a choice that can be made.
- Examining the meaning(less) of life: Life lacks a core meaning, and with that in mind, existentialists are concerned with creating meaning for themselves.
- Absurdity: Because there appears to be no essential meaning of life, many existential philosophers have explored how the meaningless of life makes life seem absurd.
- Existence precedes essence: Sartre argued, in his 1945 lecture “L’existentialisme est un humanisme,” that a central proposition of existentialism is that existence precedes essence, thereby reversing the traditional view (Sartre, 1945/1970).
Aug 25, 2011 · examples of being-in-itself. ... 2010) In Existentialism, education should promote individuals ... Existentialism in education is a teaching and learning philosophy that focuses on the student’s ...
Provides an accessible introduction to a key continental theorist of education and offers a thematic outline of Bollnow’s theory. Introduces readers to rich continental traditions in educational thought that are largely unknown in English, including human science pedagogy and pedagogical anthropology. 3162 Accesses.
- Ralf Koerrenz
Apr 27, 2020 · Abstract. Enhanced well-being for students, staff, and faculty has become a focal point on many campuses across North America. Well-being promotion tends to focus on the “wellness” half of well-being, practices related to individual health, stress-management, enhanced coping, and environmental conditions.
- Glen Lewis Sherman
- 2020
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Overview. Authors: Alison M. Brady. Applies the early work of Sartre to teaching making his complex ideas accessible through educational examples. Contains anecdotal examples for new ways to account for being a teacher that are sensitive to its concrete realities.
Troutner L., “Existentialism, Phenomenology, and the Philosophy of Education,” Proceedings of the 20th Annual Meeting of the Philosophy of Education Society (Lawrence: University of Kansas, 1964), pp. 118–24. Google Scholar. Morris V. C., “Detente in Educational Philosophy,” Educational Theory 15 (October 1965): 265–72. Crossref.
