Existentialism and Education Part A


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Existentialism and Education Part A

  1. 1. PART A References: ontology, epistemology, Barett, William. What is Existentialism?. New York: Grove Press, Inc. 1965. ethics and being Gutek, Gerald. Philosophical and Ideological Per- spective on Education, Second Edition. Ren Guray USA: Allyn and Bacon, 1997. Kneller, George F. Existentialism and Education. New York: John Wiley & Sons, 1967. PART B Morris, Van Cleve. Philosophy and the American School: An Introduction to the Philosophy teaching & learning, of Education. Boston: Houghton Mifflin, 1961. curriculum, critique Morris, Van Cleve. “Personal Choice.” Teaching and Learning. Ed. Donald Vandenberg. Chi- Gelai Florendo cago: University of Illinois Press, 1969 Girlie Florendo Ozmon and Craver. Philosophical Foundations of Education, Third Edition. Columbus: Merill Maria Lorena Guray Publishing. 1986. Palmer, Joy A. (Ed.) Fifty Major Thinkers on Education (From Confucius to Dewey). Lon- don: Routledge, 2001. Stokes, Philip. Philosophy 100 Essential Think- ers. New York: Enchanted Lions, 2002. Sartre, Jean-Paul. Existentialism is Humanism. August 20, 2009 Online. http://scribd.com. 1 Aug. 2009. EDFD 201 Dr. Mike Muega Soccio, Douglas J. The Archetypes of Wisdom, Sixth Edition. California: Thomson College of Education Wadsworth, 2007. Thibadeau, Gene. Existentialism and University of the Philippines Open Education: Divorce American Style. Paper pre- sented at the National Confer- ence American of the Educa- tional Studies Association,. San Francisco, October 31, 1975.
  2. 2. EXISTENTIALISM AND EDUCATION Maria Lorena Guray and Girlie Florendo PART A PART B Being and Teaching and Curriculum Existential Proponents Ontology Epistemology Ethics Critique Development Learning Content Psychology *Reality is how *Knowledge is sub- *We are the final *The authentic *The learner *No definite rules Existentialist Existentialists we see it; we jective, personal arbiter of what is man is self-aware should freely be about curriculum thinking has also have condemned Søren decide its mean- consciousness and good, morality and self-choosing. able to identify content. The stu- influenced of de- the school as a ing and signifi- feelings. and values. what is good for dent-in-situation velopment of hu- dehumanizing Kierkegaard I am that which cance. them with out making a choice manistic psychol- force that indoc- The thing is to find a Man is con- must overcome any external in- should be the ogy. trinates the indi- Existence pre- truth that is true for demned to be itself again and fluences. deciding factor; vidual and steals Friedrich cedes essence. me, to find the idea free. (Sartre) again. (Nietzsche) free to choose Rollo May and personal initia- Nietzsche (Sartre) for which I can live subjects. Viktor Frankl were tive. and die. “The highest Pre-existential The emphasis is the major propo- “We mean that (Kierkegaard) morality is recog- Period that one can cre- nents of They have man first of all nition of freedom; ate ideas relevant Humanities and “existential psy- preached indi- Karl Jaspers exists, encounters Existentialist epis- the lowest moral- - prior to puberty; to one’s own literature are im- chotherapy”. vidualism that is himself, surges temology emerges ity is the subjec- not yet conscious needs and inter- portant as they May’s primary often harmful to up in the world- from the recognition tion of individual of personal iden- ests. Each man is allow personal theme of real individuals and defines him- that human experi- consciousness to tity responsible for interpretations. Jean-Paul “anxiety” fits because it pro- self afterwards.” ence and knowledge standards or prin- shaping his edu- neatly within the motes selfish- Existential Mo- Many options for Sartre (Sartre) are subjective, per- ciples which have cation and life. framework of ness, egoism and ment learning should sonal, rational and been preor- existentialism and disregard for oth- The ultimate and irrational. dained.” (Jaspers) Education should be open to the - awareness of free will. ers. Spoiled brats final Reality re- focus on the indi- students. Teach- presence in the have sometimes Martin sides within the Assumes that the I am therefore vidual human ers may choose Carl Jung’s world; insight into been the results self of the individ- individual is respon- ultimately respon- reality- living and variety of meth- “humanistic psy- Heidegger his own con- (pseudo-self ac- ual person sible for his own sible for my own feeling being; ods. chology” concepts sciousness re- tualization). through the knowledge… choices. The indi- should foster un- of "Self" as an sponsibilities. It should con- choices he vidual is the au- derstanding of integrating princi- Existentialists makes. It originates in, and thor of his own anxiety, the sider the degree Edmund Realizations: ple of the human have called upon is composed of, good. He can knowledge and of freedom psyche, active us to become Husserl Man has the final what exists in the make himself -life is a series of principles of hu- needed by the imagination and aware of our ex- responsibility to individual’s con- accountable to no choices; our man condition. students to human conscious- istence as au- decide for himself sciousness and feel- other moral force choices will define merge their own ness thentic beings, who and what he ings as a result of or factor. us; we are only; The school should perceived possi- Gabriel Marcel but this has been is, and by exten- his experiences and accountable to be free places bilities with the Abraham corrupted by the sion, what his the projects he “What is good?— ourselves; we are where students existing ones. Maslow’s concept “do your own reality is. adopts in the course All that heightens responsible for are encouraged to of “self- Subjects are thing” ethic which Simone of his life. the feeling of the choices we do things they actualization” is There is no sig- merely tools for could lead to an- power, the will to make; we choose want to do. Chil- parallel to the de Beauvoir nificance to things the realization of archy. power, power for all; and that dren should goal of existential or events other itself in man.” choose their own subjectivity. death is the inevi- living. than the meaning (Nietzsche) paths from a Learning is found table conclusion we as humans number of options in the students’ Carl Rogers re- for existing give to them. Good is the posi- made available willingness to garded Self as a (called angst or tive affirmation of for them. choose and give person is in a anxiety) self, while evil is meaning to the process of be- following the A vital part is to subject. coming, such that crowd and not examine the per- the person can being true to one- verted and ugly Classroom dia- trust their own self. side of life as well logues designed ability to deal as the good side; to stimulate with the world, a truthful kind of awareness that and show a high education with no each person cre- degree of sponta- cover-up. ates a self- neity, compassion concept thru sig- and self direction. nificant choices.