EXISTENTIALISM

EXISTENTIALISM

Existentialism is a twentieth century philosophical movement which place emphasis on individual existence, freedom and choice.  It is based on the principle that concrete, individual existence takes precedence over abstract, conceptual essence and holds that human being are totally free and responsible for their acts and that this responsibility is the source of their feelings of dread and anguish.  Soren Kierkegaard, a Danish philosopher is considered to be the Founder of existentialism.  The term existentialism, however is coined by the French Philosopher Gabriel arcel in 1943.  Existentialism  was  as  much a literary phenomenon as a philosophical one.  Chief exponents of existentialism are Soven Kierkegard, Friedrich Nietzsche, Karl Jaspers, Gabriel Marcel, Sarte, Dostoyevsky, Tolstoy.

BASIC TENTS OF EXISTENTIALISM

Existentialism is a philosophy concerned with finding self and the meaning of life through free will, choice and personal responsibility.  The following are the basic tents of existentialism.

1.      The essence of man lies in existence.  Existence is the source from which thinking and acting springs.

2.      Existence precedes essence.  Individuals create the meaning and essence of their lives, and that this essence follows from their existence.  In other words, you need existence to have essence.

3.      The centre of existence is man, not the truth.  The physical world has no inherent meaning outside & human existence.

4.      Knowledge is intuitive.  Mind is the source and substance of all knowledge.

5.      There are no absolute or fixed values.  The source of value is always internal.  The individual creates the value which is to be found in his existence.

6.      The only authority which any person has is himself; he is answerable only to himself as well.

7.      There exists no universal form of human nature; each of us has the free will to develop as we see fit.

8.      Subjectivity is truth.  Existentialism rejects the existence of any source of objective, authoritative truth.

9.      The nature of reality is subjective, and lies within the individual.  The ultimate and final reality resides within the individual.

10.  Man is defined by his actions.  Man is nothing but what be makes of himself.  He is free, capable of shaping his own life and choosing his own destiny.

IMPACTS OF EXISTENTIALISM ON EDUCATION

The major thrust of existentialism is on individual existence, freedom and choice.   It believes in the personal interpretation of the world.  It is based on the view that the individual defines reality, truth and goodness.  As such the existentialist system of education should provide freedom and variety that permits the learner to chose what he wants, creating one’s own reality and grows to a Free Man.  It influences on contemporary educational theory and practices.

EXISTENTIALISM AND AIM OF EDUATION

Education, according to existentialists, should help the individual to become an authentic man (one who has permeation of his values and choices by clear awareness of death). It should suggest ways and means to preserve the freedom of man, even if that freedom leads him to anguish and despair. The following are the other aims of existentialist education.

a)      The fundamental aim of existentialist education is to impart knowledge of self-existence.

b)      Realization of inner truth (a sense of self-identity) and subjective consciousness.

c)      Existentialist education emphasizes the development of all aspects of the learner’s inner self (his feeling, emotion, thinking etc.) realizing ultimately what he is, what his purpose of living is, and what he has to become,

d)     Since existentialism stress on subjective knowledge, teaching of literature and arts is emphasized by existentialists.

e)      To develop on awareness among the students about freedom in life.

The ultimate aim of education is to make man conscious of his destination, to give understanding of his `being’ and ultimately leas him to his heavenly abode.  So it is clear that the existentialism accepts the principles of liberal education.

CURRICULUM OF EXISTENTIALISM

1.      Since the existentialists believe in the individuals freedom, they do not advocate any rigid curriculum.

2.      They recognize the `individual differences’ and wish to have diverse curricula suiting the needs, abilities and aptitudes of the individual.

3.      Curriculum, they say should not primarily satisfy the immediate needs but also ultimate needs.

4.      The central place is given to `humanities’, poetry, drama, music, art, novels etc. as they exert the human impact in revealing man’s inherent guilt, sin, suffering, tragedy, death, fate and love.  Humanities have spiritual power.  Art and Literature, they say should be taught, as they represent a priori (cause effect) power of human nature.  Through these the students profit from the ideas and judgement of others.

5.      Second place is given to social sciences as they lead the man to feel that he is nothing more than an object. They however, wish to teach Social Sciences for inculcating moral obligation and for knowing the relationship of the individual to a group.

6.      History should be taught in order to help the students to change the course of history and to mould future.

7.      The specialization in any field must be complemented by liberalising studies for it is the man who counts and not the profession.

8.      The study of the world’s religion should be made so as to develop religious attitude freely within the students.  Religion keeps him aware of death.

9.      Realisation of self-form part of the curriculum.  Self-examination and social obedience are the first lesson.  The child must be saved from his own unexamined self and from those who interfere with the free exercise of his moral decision.

10.  Scientific subjects and mathematics should be included in the curriculum but they should not be given more stress, as they deal with objective knowledge.  Self-knowledge precedes universal knowledge.

In short, they don’t believe in formal curriculum consisting of set of body of studies to be pursued but a curriculum, which features the reverberatory effect upon heart, and mind of passionate good reading and then personal contact.  The curriculum should be chosen, sorted out and owned by the learner.

METHOD OF TEACHING

1.      Existentialists favour the Socratic Approach of teaching, as Socratic Method is personal, intimate and an I-thou affair.

2.      Socratic `Problem Method’ should be accepted if the problem originates in the life of the one who has to work out the solutions.  But it is unacceptable if the problem is derived fro the needs of the society.

3.      Like Socrates `Personal reading’ should be stressed.

4.      They reject the group method, because in-group dynamic, the superiority of the group decision over individual decision is prominent.  There is a danger of losing unique individualism and free choice.

5.      Method of teaching must develop the creative abilities in children.  The world and man reveal themselves by their undertakings.

THE TEACHER AND EXISTENTIALISM

1.      Existentialists do not wish the teacher to be social minded umpire or provider of free social activity (as the pragmatists want) or a model personality (as the idealist say) to be limited, by the students.  He must himself be a free personality engaged in such relations and projects with individual students that they get the idea that they are too are free personalities.

2.      He may indirectly influence them about his values but he should impose his cherished values on them, his values become the code of conduct for the students, who may begin to accept them without thought.  Instead of expecting them to imitate he should help them to be `original’ and `authentic’.

3.      The role of teacher is vey important because he is the creator of such as educational situation in which the students can establish contact with his self by becoming conscious of his self and can achieve self-realization.

4.      The teacher must build positive relationships between himself and his students.

5.      The teacher should avoid applying labels to children (such as lazy, slow learner etc.).  For individuals may indeed come to think of themselves they this way.

6.      The teacher is also changing and growing as he guides the pupil in his discovery of self.

THE CHILD AND THE EXISTENTIALISM

1.      The existentialists want to give full freedom to the child.  But the child should know the nature of his `self’ and recognize his being and convert imperfection into perfection.

2.      They do not want the child to become selfish, autocratic and irresponsible.  Freedom is needed only for natural development.

3.      Education should be provided according to the child’s powers and the needs.  The relation of the child with his self should be strengthened rather than served.

4.      The child has to make choices and decisions.

5.      Child needs positive evaluation, not labels.

6.      Primary emphasis must always be on the child as learner and not on the learning programme.

7.      Child thrives better when relieved from intense competition, harsh discipline and fear of failure. Thus each child can grow to understand his own needs and values and take charge of the experiences for changing him.  In this way self-evaluation is the beginning and end of the learning process, as learning proceeds, child is freely growing, fearless, understanding individual.

LIMITATIONS OF EXISTENTIALISM

1.      Existentialism emphasizes the learning of subjective knowledge.  Acquisition of subjective knowledge is largely invalid in the present age of science and technology.

2.      Existential method of teaching may be useful in moral and religious education but it will not work in the teaching of science and technology.

3.      Existential aim of education is one-sided and thus neglects the development of complete man.

4.      It over emphasizes the learning of humanities art and literature neglects science and productive subjects.

5.      Existentialism forgot the livelihood (utilitarian) aim of education while over emphasizing the development of inner-self.

6.      Existentialist method focus on the individual.  This will impede socialization function of education.

7.      Carried to extremes, existentialism is a companion of anarchy.

The existential view of development is not without its critics, many of whom view of theory and its practices as representing a neurotic, narcissistic philosophy of pain and anguish.  Existentialism is an attitude and out look that emphasises human existence, the qualities of individual persons rather than man in abstract of nature and the world in general.  Education therefore, must edify and enrich man’s mind so that it may be respectable in his own eyes and in the eyes of others.  It should help him to make him human.

SATHYABHAMA

NATURAL SCIENCE

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