The Influence of existentialism on teaching methods

Abstract

Existential theories and Humanistic psychology are widely used in education. According to existentialists, fundamental problem of philosophy is Valuation and choice. Making existential methods in the classroom requires a balance in which both teachers and students as human beings preserve its identity. Existentialist philosopher and humanist psychologists advocate the kind of teaching and learning methods that focus on the learner and Care about individual differences. The research objective was identifying the teaching methods and the characteristics of each one supported by this approach. This research was done using qualitative content analysis and reviewing literature on the subject was published. The method of data analysis was thematic coding by using deductive category application. The results showed that the existentialists emphasized on the relation "I -you" between teacher and student thus support the teaching methods that consider individual patterns and indirect instructions. These methods cause growth of efficient relations and positive selfconcept. Such methods are dialogue; Learner-centered method and developing positive self-concept. Existential education goals cannot be predetermined and cannot the teacher and the educational system impose to students. Everyone assumes responsibility for its education. So, the teaching methods which develop concepts related to individual growth or focus on the learner are supported by this sect.

Metacognition’s potential for Existentialism in classrooms

“…They are free and responsible for determining who they want to be (Koirala, 2011). In this sense, individuals create the authentic meaning of their life (Yahyaei, Mahini, 2017). Human beings form themselves by attaching significance to their presence and goals (Lieberman, 1985); hence, an individual's essence is personal.…”

“…However, humans live in an impersonal environment (Yahyaei, Mahini, 2017), and their culture or the societies in which they can justify their existence or find their identity may lead to greater depersonalization. Superficial identities in the culture or society might leave individuals' self-hood unknown (Lieberman, 1985).…”

“…All human beings are motivated to be discovered or recognized for the meaning of life or becoming genuinely a person (Lieberman, 1985;Yahyaei, Mahini, 2017;Rumianowska, 2020). When individuals are connected to others (Koirala, 2011), they also define freedom in relational terms (Greene, 1988).…”

“…Instead of "being stamped into the choices of collectivity" (Malik, Akhter, 2013, p.88), the individual should become "an enlightened (communicatively competent) subject who is capable of critique of ideology, critical selfreflection, and transforming social action" (Leena Kakkori, Huttunen, 2012, p.363). In other words, Existentialism is a call for individual responsibility in authentic living (Niblett, 2010) In Existentialism, education should promote individuals' uniqueness, self-realization, and authenticity (Lieberman, 1985;Koirala, 2011;Malik, Akhter, 2013;Yahyaei, Mahini, 2017;Rumianowska, 2020). It pertains to the individual's search for meaning and becoming fully responsible for the self (Rumianowska, 2020).…”

Kepentingan Pendidikan Humanistik dalam Pengembangan Psikologi

“…Siswa memiliki kebebasan untuk memilih, tetapi pada saat yang sama, bertanggung jawab atas keputusan yang mereka buat. Teori ini menganggap kebebasan sebagai kekuatan yang sangat kuat untuk mewujudkan potensi seseorang ke tingkat yang lebih tinggi [6].…”