Existential Perspectives on Education

Autor/in	Rumianowska, Agnieszka
Titel	Existential Perspectives on Education
Quelle	In: Educational Philosophy and Theory, 52 (2020) 3, S.261-269 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rumianowska, Agnieszka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2019.1633915
Schlagwörter	Educational Philosophy; Teaching Methods; Metacognition; Individual Development; Relevance (Education); Values; Beliefs; Ethics; Decision Making; Language Role; Spiritual Development; Dialogs (Language); Reflection + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Individuelle Entwicklung; Relevance; Relevanz; Wertbegriff; Belief; Glaube; Ethik; Decision-making; Entscheidungsfindung; Dialog; Dialogs; Dialogue; Dialogues
Abstract	The purpose of the article is to contribute to the discussion about the relevance of existential issues in contemporary education. Analysis presented in the paper is related to the problems of self-awareness, becoming oneself and self-development. First, the author begins by depicting the meaning of human existence in the light of philosophy. The following aspects have been analyzed: being true to one's own beliefs and values, recognizing personal truth, making existential choices and finding one's own voice. A special attention is paid to the language as an essential, constitutive element of being. Second, the article attempts to consider some educational implications resulting from the existential approach to education. Some of the issues discussed are learning to philosophize and to discover meaning, the concept of encounter in education and the role of language in self-development. While describing them the author indicates that the ignoring of crucial existential questions in education contributes to spiritual vacuity in life of young people and reduces educational thinking merely to instrumental, pragmatic problems concerning qualification and transfer of communicative skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01