Existentialism and Classroom Practice

This paper examines existing education literature that discusses existentialism, existential pedagogy, individual freedom, identity, and search for meaning. Through effective pedagogical strategies and by acknowledging the role of teacher, existential pedagogy will engage learners and will illuminate for them the existential motivations for learning. The study revealed that every technique, every tool, every gesture is a way that opens upon the world, therefore existentialist teacher should present the subject matter with all the possible views on it. The findings of this study offer individual learners opportunity to live more purposefully in complex and rapidly changing conditions. This attribute obviously has implications for learners even beyond schools. It also has applicability for adults who especially are experiencing personal existential crisis in their lives. The educational implications drawn from existentialism enables an individual’s to understand how their lives can be made more meaningful. For conducting this study, philosophical and historical methods were employed. The primary and secondary sources related to educational philosophy of existentialism were evaluated after detailed analysis. The general philosophical tools used for the study are induction, deduction, dialectical analysis and synthesis.