>> 0000010112 00000 n 0000000880 00000 n /ProcSet [/PDF /Text] 0000000749 00000 n 0000000851 00000 n At the metaphysical level, there are four* broad philosophical schools of thought that apply to education today. 0 << 0000071871 00000 n Just as its namesake sprang from a strong rejection of traditional philosophy, educational existentialism sprang from a strong rejection of the traditional, essentialist approach to education. 2 The concept of teaching. 0000002099 00000 n 33 0 obj << /Linearized 1 /O 35 /H [ 880 329 ] /L 179978 /E 86344 /N 6 /T 179200 >> endobj xref 33 22 0000000016 00000 n 55 0 obj /H [ 851 748 ] << 0000006031 00000 n :��:��s_}x�}��`�_�1Q(g������e��*�{,כ��������i�G�Hf���۪�DN8��r��c��ٝ>�ʉV���u��`�z?%X�;�Kj,����8V�j���{l�q��DMZ�I�S��|A�B�]���-�}k����(��+9�zt ����! further pursued in the philosophy of Existentialism and Existentialist Education Programme and conditionalities for Poverty Eradication in Nigeria. Metaphysics attempts to find unity across the domains of experience and thought. >> 0000003340 00000 n H��W]���}�_1ؗP�$��d_w��7��"+��>���4^��pȕ��{�|��JNm`!Q��y�g���{�^G,d��]�Z�"����\��XF[�{��3Vi��骹{��s���n���9�l��r��x�&l����Bz?���{7���2�ȍ5�b�pfQbN3w:sQ6Ă�a�,��21A��UL��aj�z�&u'�N�Z�e�ly�Ɋ���Z�J}e���:�m��YDa��Ga�M/��/>EY��L�.�!���O�9�9��y{f�����*����h'��c�H�%���A�8�7�7I"���a�A0��=��{�N�Ռ���.��{�[�;� g�]�rf˼H�3��HBk�ًvA�N��D>�Y=�Q6l+t�ʍ�2�j�u�`���YEQ)@jiM�E�Y�uf��҂�d�;F�Cc^��j;�ݱ����_���e��ߎ���eH]��ԕ�[�G�h�Aj�m�"Ϳ)�ꪰo�V >^D�d����5�c���L6�з�%�%j9F�;�q[��V�A�_g�2 dwf��c�֊I��K[�/���6���f��'���AL��Z��:u�f9[-� )�p4-���m#��(�� ����z����rс(���;��PituP���Cm��=��|���[[�*٨�@ΐq4Ιxq�����8 �PGA�@H�o�v�?b�D3�Ĩ�l�07Ӓ��ߌ�J��0���kV.���z�žP�n���0�=[vP�aT}7��P�M��aY��b�4��"�?z�-�U�J�c� /E 59160 << x��Zmsܶ���|t3g�oG����r�+Q#y(��3����$�;KKN�&�c)����.�s���~zG�o~d��� f����_����/ק'�����D��ק'߿����~�2��NO^��NO^�.�t}+��rb��_��>�,7 �a p"w4@��8 4j��:��[,��w��9�k5��h�3q���r5�w���B�^�5���^�F�%6> 0��4E ݉Hk�v0(~�ح�L��0�Ղ��7r���P�͈�N�.�P�. Existentialism and Phenomenology in Philosophy of Education: Aims, Curriculum, Teaching, and Critique 3.1 Aims and Curriculum • Existentialism in education offers a corrective and alternative to behaviorism, social efficiency, ideas of conservative scholar academics, and vocationalism and the “banking-model of education” (Freire, 1970). Making existential methods in the classroom requires a balance in which both 0000028427 00000 n In this attempt, first of all, a discussion about the ways in which the relationship between existentialism and education has been understood. This area of philosophy focuses on the nature of reality. 0000047026 00000 n "�!N �d�'�p�Fo���!��֥(f_:K_oev��*��n�pSrAQJ��k�. 0000001613 00000 n m�dC����F� �*့h� ����x?�� � �e��V�QL��M{����p��1?�tzJ���D(>,�����_",�(}|�2�=��b�C���IuW׌�6�@����2��K# +�+�˘��9��x����h /�خ:�$��a�h���d���w����.�#�� `����W�%a�L�8�L�Wn�A v&-�C��՚��9I�4�[��QR^"O�GS��'S/���l;H )�NIh5DF�6�H?,e��r��Q��"�X_A^�1q_�”,���'D�2O�7T�xcw&tDi(:bb�F�k6]�D|�eK����Xv�S����eX���U���g �d�q��.bbծ��s�#�T�jS*5k�+��A"��F 4��8�n��xN����2�t����+4�W�V�9�U_Ɣ̎��L�I�l0U�)(�$1�ks̩q9ү�VWgCj�dC��yDs�υJh��Id�~��@=��+�a�4�^sV�=>x�tA�9l�ͨ��I���F�034���S1��^��t�W�jo���1�Ov[Z�cM�54jF�����G�1�P����̯�. (Volume LXXXVII, Number 2145, January 17, 1959) E. The F., KAELIN Florida State University, EXISTENTIALISM by VAN Harper and CLEVE Row, on IN EDUCATION MORRIS New York, 1966 4 0 obj If you continue browsing the site, you agree to the use of cookies on this website. 0000002131 00000 n stream /Length 7595 %PDF-1.5 << 0000008309 00000 n 0000009173 00000 n This can be very difficult at times, largely due to the fact that this field of philosophy, like many, is a bit abstract.Once understood, it it easy to see how existentialism could potentially benefit both the student and the teacher. 0000001851 00000 n /Linearized 1 /Parent 2 0 R /Length 2471 x^�][��u~�@�ŋ*.����b�fʑ|a����3,D�j5��˹|}n�3������티�W�Y��nQ��U�,B\|z����?�f߼y�/��-׫�Y�y�b���r�ܲ����ͪ[��U�x�����vy���Z^���u����˲�z�w�]6W����z�^��?�oh���T_�zy�]-��"�MW���~��vؔ:}�����&��f�꿗� w�'��'th� Ҁ��� �9�?���*��0 ��g��4���7,� �7,�����ś���H�d��H��US�dQ����U This was first published in a special issue of School and Society devoted to philosophy of education. 0000084433 00000 n >> Existential theories and Humanistic psychology are widely used in education. /P 0 /Size 73 0000001434 00000 n 0000018757 00000 n %���� 0000011378 00000 n 0000001188 00000 n This was first published in a special issue of School and Society devoted to philosophy of education. ܎1)�F��z����U�>�O3�|wz����of^�9~�|�z Existentialism as an Educational Philosophy . In this attempt, first of all, a discussion about the ways in which the relationship between existentialism and education has been understood. 0000047876 00000 n /Type /Page 0000017234 00000 n It holds that beyond mere existence lies essence, which can be achieved by those who actively seek to discover purposefulness in trailer {i�i\���4sG �g����7~'�'q:4�:i�jQݠ%�Un-0�l���˫�@�6&G���ܪ�R\1�cn Ű�R}�y`>u�k��4Y?d��VCf�y2Jc&�Ĝ �f�,^��d�V�.M #�n��������'&`�r�.۸�۝��k��l�W��`���F�$b��}�4?�?���S�/���v��™1��Wx�&�j�|�ؾDZ��i /T 104366 << 0000046008 00000 n %%EOF << 0000001534 00000 n Just as its namesake sprang from a strong rejection of traditional philosophy, educational existentialism sprang from a strong rejection of the traditional, essentialist approach to education. 0000007390 00000 n << 0000047048 00000 n x�b```f``�c`e`�fd@ A��&0��~âU|. d6 ����@���/K��˂-Sg`(fha��XȰ�a/� �-\�F�U�L6`P��d~�q���\�FG����eX���`�-� ��� � �>) endstream endobj 54 0 obj 216 endobj 35 0 obj << /Type /Page /Parent 30 0 R /Resources 36 0 R /Contents 44 0 R /MediaBox [ 0 0 612 792 ] /CropBox [ 0 0 612 792 ] /Rotate 0 >> endobj 36 0 obj << /ProcSet [ /PDF /Text ] /Font << /TT2 41 0 R /TT4 37 0 R /TT6 38 0 R /TT8 45 0 R >> /ExtGState << /GS1 49 0 R >> /ColorSpace << /Cs6 43 0 R >> >> endobj 37 0 obj << /Type /Font /Subtype /TrueType /FirstChar 32 /LastChar 32 /Widths [ 600 ] /Encoding /WinAnsiEncoding /BaseFont /GMCDFF+CourierNewPSMT /FontDescriptor 39 0 R >> endobj 38 0 obj << /Type /Font /Subtype /TrueType /FirstChar 32 /LastChar 121 /Widths [ 278 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 278 0 0 0 0 0 0 667 0 722 0 667 0 778 722 0 0 0 0 0 0 0 667 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 556 556 500 0 556 0 0 0 222 0 0 222 833 556 556 556 0 333 500 278 556 0 0 500 500 ] /Encoding /WinAnsiEncoding /BaseFont /GMCDGH+Arial /FontDescriptor 42 0 R >> endobj 39 0 obj << /Type /FontDescriptor /Ascent 832 /CapHeight 0 /Descent -300 /Flags 34 /FontBBox [ -21 -680 638 1021 ] /FontName /GMCDFF+CourierNewPSMT /ItalicAngle 0 /StemV 0 /FontFile2 47 0 R >> endobj 40 0 obj << /Type /FontDescriptor /Ascent 891 /CapHeight 656 /Descent -216 /Flags 34 /FontBBox [ -568 -307 2000 1007 ] /FontName /GMCDCE+TimesNewRoman /ItalicAngle 0 /StemV 94 /XHeight 0 /FontFile2 48 0 R >> endobj 41 0 obj << /Type /Font /Subtype /TrueType /FirstChar 32 /LastChar 122 /Widths [ 250 0 408 0 0 0 0 180 333 333 0 0 250 333 250 0 500 500 500 500 500 500 500 500 500 500 278 278 0 0 0 444 0 722 667 667 722 611 556 722 722 333 389 722 611 889 722 722 556 0 667 556 611 722 722 944 0 722 0 0 0 0 0 0 0 444 500 444 500 444 333 500 500 278 278 500 278 778 500 500 500 500 333 389 278 500 500 722 500 500 444 ] /Encoding /WinAnsiEncoding /BaseFont /GMCDCE+TimesNewRoman /FontDescriptor 40 0 R >> endobj 42 0 obj << /Type /FontDescriptor /Ascent 905 /CapHeight 0 /Descent -211 /Flags 32 /FontBBox [ -665 -325 2000 1006 ] /FontName /GMCDGH+Arial /ItalicAngle 0 /StemV 0 /XHeight 515 /FontFile2 52 0 R >> endobj 43 0 obj [ /ICCBased 50 0 R ] endobj 44 0 obj << /Length 2595 /Filter /FlateDecode >> stream /Contents 4 0 R They are idealism, realism, pragmatism (sometimes called experientialism), and existentialism. Existentialism in education is an approach to teaching and learning that focuses on the individual’s freedom to choose their own purpose in life. /Length 676 0000003082 00000 n /Font << /F13 56 0 R /F17 60 0 R /F21 64 0 R /F25 68 0 R >> ��M�����2S� ��D�+��z�ӊ�l1�r���J3g����hM�Gi��5�ŀ�)����0���SCRd��箧'��I�ޖ�P⍬ ��I8)��'��#���?6�(0{���o 0000001372 00000 n >> Existentialism rejects the existence of any source of objective, authoritative truth 72 0 obj (Volume LXXXVII, Number 2145, January 17, 1959) E. 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Would you like to get the full Thesis from Shodh ganga along with citation details? /Names << /Dests 26 0 R>> 0000006355 00000 n 0000004406 00000 n ��T/�-��^V/#���B�Q��辪|(�4�3T0 �������ś�{�E�d�e���m�Qɦ�q�H�.���v���BUw�����}���E�@��|+*�"�F����)Z4Z��yI���}�a2�2����������@{{�֦��E���!L�5 3�Kkk����c���} ��Β���Ջ�k��i4e�ȯ��e-������k�F�%ި�sv��LA6#�����=���p��ÏV�.�Q��m���Lom^��D]wC��퀕��k�?�-F���f���)�opO&+�W� ��T�-J-%�AV@y�鹥ơɰ7 vXM�@�f� �i�N���u�e�e'��

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