Epistemology of Existentialism

1. Dr. Manju Gehlawat Hooda
Assistant Professor
C. R. College of Education,
Rohtak
Existentialism

2. Existentialism
 Modern youngest philosophy
 Modern twentieth century philosophy
 Dr. S. Radhakrishnan – Existentialism is a new name
for an ancient method
Main exponents of Existentialism
• Soren Kierkegnard the Danish Philosopher (1813-
1835) ( “to be that which one truly is”)
• Jean Paul Sartre, a French Writer
• Karl Jaspess, a German Philosopher
• Reinholf Niebuhr, a leading protestant theologian

3. Meaning of Existentialism
• An anti philosophy
• Against the principles of traditional philosophy
• Rationalism, Absolutism, Universalism are all opposed by
Existentialists
• According to them objects are simply present and man
interprets them
• Man makes them
• Man is the total sum of his actions
Underlying Assumptions of Existentialism
• The centre of existence is man rather than truth, laws,
principles or essence
• This notion of the uniqueness mystery of man implies that
previous definitions of man have been completely
unsatisfactory
• Man is not alone in the world
• Existentialism propounds the belief that man cannot accept

4. Existential Philosophy of Education
• Self- Realisation Aim of Education
• Child-centred Education
• Inversion of Realistic Curriculum
• Self Realised Teacher
Aims of Education
• Free individuality
• They have no confidence in Team spirit
• Any of the child may join the group without any compulsion
• Education should help the individual to make him human
• Development of introspective powers – self observation
• Scale of values consistent with his absolute freedom
• Develop the effective side of life – the emotional and esthetic side
of man
• Foster the growth of uniqueness in man
• Aware of the infinite possibilities of his freedom and the
responsibilities he must discharge in life
• Foster the capacity for self-direction

5. Curriculum
• Provide scope for the exercise of free choice
• The child should know his own self
• History from the present predicament, Humanities, Fine
arts are all to be included in Vocationalisation
• Problem-solving situations should not be there
• Knowledge should bring freedom
Methods of Teaching
• Scientific Method
• Question-Answer Method
• Case study Method
• Against the group method
• Knowledge through intimate personal contacts
• Individual attention to every individual
• No indoctrination
• Home education
• Education for creativity

6. Discipline
• Individual is responsible for the consequences of his
choices
• Adolescent must be punished, if he is found rebellious in
the class
• Teacher encourage – student to work hard – till he knows
the subject matter well
• Has to assist and guide each of his student
• Responsible for the freedom of his students
Educational Implications of Existentialism
• Becoming of a human person as one who lives and makes
decisions about what he will do and be
• Provide an atmosphere where the individuals develop in a
healthy way, find security, encouragement and acceptance
by teachers
• Any subject in school can present existential situations for
teaching, and the development of human beings
• The teacher is in a position to foster individual growth

7. Educational Implications of Existentialism
• Facilitate development or originality and creativity
by providing necessary material and equipment
• The teacher is very active and welcomes
challenges to his ideas from the students
• The teacher is in the foreground and is the centre
of attention
• Democratic ideals should provide the school
• Mechanization and impersonality should be
counteracted in school
• Concern and respect for the individual student
should be the main concern of the school

8. Contribution of Existentialism
• Aimed at Total Development
• Emphasis on Subjective Knowledge
• Emphasis on Importance of Environment
Limitations of Existentialism
• Requires a good deal of time and effort on the part of teacher to
develop individual relationship with the students for having a
closer understanding of their personalities
• Terminology used in existentialism is not very clear. Concepts
like “Being”, “Meaning”, “Person” and “Existence are ambiguous
• Educational methods – impractical and inapplicable in an
industrial society
• Existential aim of education is as much one-sided as that of any
other ‘ism’
• Exclusive emphasis on humanities, art and literature
• Forgets – very important aim of education is earning a living
• Method of teaching – useful for moral and religious education.
Not work in the teaching of science and technology