Existentialism

1.     Origin of Existentialism

The main founder of existential is Kierkegaard. He was a religious man who called for faith in the existence of God without an evidence of his existence. But, some thinkers see that God existence is not necessary. A secularist called Sartre considered that man is the essence of existence; "existence precedes essence", Sartre said. Existentialism believes that man's existence is more important than the existence of truth, principles, and laws. Human being is the one who chooses the laws and decides the truth. A man's freedom is his source of existence. According to Existentialism, there's no traditional, social, or religious limits for a man; he's the one who makes the culture. Emotions, feelings, and perception are the characteristics that specialize a human being. Thus, we can't teach human's knowledge; however, he should gain it by himself. (Policepatil, 2011)

According to existentialism, human being is not alone. He has social interaction. Thus, human's essence is not important as human's existence. Existentialism is humanism, according to Sartre. (Policepatil, 2011)

2.     Existentialism and Aim of Education

The aim of education is giving value to the human being and his existence, freeing him from all social and cultural limits, and giving him the freedom to choose and decide what he will do and be. (Policepatil, 2011)

3.     Curriculum

Any subject that supports developing of human being and satisfies his existential needs should be included in the curriculum, in existentialism view. Thus; all of music, religion, drama, art, literature, philosophy, medicine, sports, and games consist the curriculum. (Policepatil, 2011)

4.     Method of Teaching, Role of Teaching & Concept of Discipline

According to Existentialism, children should feel safe in the class. The only principle they should think about is self-evaluation. Thus, children should focus on developing themselves not on intense competitions, fear of failure, and strict discipline rules. Instead, the school should provide a learning environment full of freedom. (Policepatil, 2011)

The role of the teacher in teaching process is a facilitator. He should provide an environment that supports exploration. Teachers should focus on the student not on the teaching programs; thus, mass teaching and testing are without a vail. The schedule must be flexible in order to nurture the freedom of choice. Rewards and punishments are not allowed and they're not considered as growth boosters. Humanness determines the teacher student relationship it should be strong and positive. Thus, existentialism was against mechanical teaching. (Policepatil, 2011)

The teacher is the center of attention. He should response wisely to students’ actions and questions that are sometimes challenging. He should grow in a democratic climate that encourages respecting others and valuing differences. (Policepatil, 2011)

Moral judgments should suit the individual himself. Children should receive positive evaluation from their teachers. Labels, as lazy and slow learner can adversely affect students’ behavior. As mentioned before, existentialism is against mechanization and impersonation methods of teaching. Representation of students by ID numbers, codes, and symbols weakens the student - teacher relationship. The program of the school becomes impersonal and lacks respect. Therefore, using machines in teaching and leads to dehumanization and disrespect the human value. (Policepatil, 2011)

5.     References

o   Policepatil, S. B. (2011). A STUDY OF EDUCATION THOUGHTS OF DR. RABINDRANATH TAGORE AND THEIR RELEVANCE TO PRESENT EDUCATION SYSTEM. Department of Education, POST GRADUATE DEPARTMENT OF STUDIES IN EDUCATION. Dharwad: Karnatak University. Retrieved 10 22, 2019, from https://shodhganga.inflibnet.ac.in/bitstream/10603/95956/5/05_chapter%201.pdf