Philosophy of Education

2. Origin
 Existential comes from Late Latin
existentialis “relating to existence”,
an adjective form of ex(s)istentia
“existence, state of existing or
something that exist”.

3. Soren Kierkegaard
(1813-1855)
 Danish philosopher born in
Copenhagen
 The Father of existentialism
 Human existence is always
individual in character never in
social
 Life is not a problem to be
solved, but a reality to be
experienced

4. Jean-Paul Sartre
(1905-1980)
 French philosopher and
principal spokesman for the
existentialist movement in post-
war France.
 An atheistic existentialist
 “Existence precedes essence”
 Essence is created by existence;
human nature is product of
existence.

5. Albert Camus
(1913-1960)
 A French-Algerian philosopher
who opposed systematic
philosophy.
 Believes that almost all violence
is immoral.
 Principal theme in Camus novel
is the idea that human life is
objectively speaking
meaningless.

6. Friedrich Wilhelm Nietzsche
 Proclaimed that “God is dead”
in that concept of God is
obsolete.
 Convictions are more dangerous
enemies of the truth than lies.
 Morality is the herd – instinct in
the individual.

7. Why do I exist?
Why I am here?
What is my
essence?
What is my
purpose in life?

8. What is Existentialism
 is a philosophy that emphasizes individual
existence, freedom and choice.
It is the view that human define their own
meaning in life, and try to make rational
decisions despite existing in an irrational
universe.

9. Strength of Existentialism
 The major strength of the existentialist is fact
that it is not possible to show a physical proof
of the existence of beliefs such as souls, goals,
spirits and deities. It is true that it all depends
on people’s choice of faith. They either
believe or not.

10. Weakness of Existentialism
 The main weakness of existentialism is in the
aspect of quietism, pessimism, pure
subjectivity and moral relativity.

11. Factors that affect freedom of
choice:
1. Influence of the family especially the
parents.
2. Influence of peers and associates
3. Religious orientation
4. Social approval
5. Cultural pattern

12. The values of existentialism
 Freedom of choice
 Individual dignity
 Personal love
 Creative effort

13. Existentialism Philosophy in
Education
 Educational Philosophy would fit most likely
in the period it was created Post-World War.
Today’s education is too focused on
accountability.
 Teacher must facilitate choices for students.
 Let the child take the first step and the teacher
guide the next.
 When schools give children the freedom to
make choices they are helping the child
develop their identity and authentic self.

14. Aims of Existentialism
 There is no universal inborn human nature. We
are born and exist and then we ourselves freely
determine our essence (exist and essence)
 School should help individuals accept
themselves as unique and accept responsibility
for their thoughts, feelings and actions.
 An individual is what he/she chooses to
become not dictated by his/her environment.
 A learner must be allowed to learn at his/her
own pace.

15. Five Braches of Philosophy in
Education
 Metaphysics – study of existence
 Epistemology – study of knowledge
 Ethics – study of action
 Politics – study of force
 Aesthetics – study of arts

16. Existentialism Goals in Education
 Help the learners to grow, mature and self-
actualize so that they can be able to assess
themselves and understand his own capacity.
 Serve the needs of the learner

17. Existentialism in Curriculum
 Those experience set up by the school for the
propose of disciplining students and youth in
group ways of thinking and acting
 Series of things that children and youth must
do and experience
 All experience children under the guidance of
the teachers

18. Existentialism in the Academic
Content Standards
 Help students develop the ability to make
inform and reasoned decision for themselves
and the common good.
 Prepares student for their role as citizen in
decision makers in a divers, democratic
society.
 Fosters students ability to act responsibly and
become successful problem solvers in an
interdependent world limited resources.

19. Role of Teachers
 To assist and guide the learner in the process
of becoming intelligent, sensitive , choosing
and acting individual who knows the
obligation and responsibility of freedom.
 To help the individual identity and know
himself better.
 Identifier of choices who challenges the
learner to become fully existent.

20. Role of Learners
 To freely choose what subjects they want to
study as long as they are interested in it.
 To define their own essence or meaning of
life.

21. Wrote scholarly and fictional
works that popularized
existential themes;
 Dread
 Boredom
 Alienation
 The absurd
 Freedom
 Commitment
 Nothingness

22. Two types of Existentialism
1.Godly
 Believe God exists, but people are alienated from
Him.
 Being free involves accepting the responsibility
for choice and committing to the choice.
2. Ungodly
 Do not believe God exists.
 Because there is no God to give propose to the
universe, each man must accept individual
responsibility for his own becoming.

23. Prepared by : Jay S.Armada
Renalyn D. Armada