PHILOSOPHIES OF EDUCATION 3

 Existentialism

This kind of philosophy was developed in the 20^th century. It adherently emphasizes individual existence, which is why it is referred to as existentialism. Existentialists believe there is no grand design by God or nature that human beings should fit. Instead, individuals are born into an indifferent, alien, and purposeless world. Because of this reality, life is fundamentally absurd. Each person has a task and ability to construct his own meaning in individual development. Jean-Paul Sartre one of the outspoken existentialist philosophers argued that ‘existence precedes essence’ which has become a catchphrase for existentialism. In individual development, a human being exits and then becomes. Each person should have the ability and choice to decide their essence.

Truth is only relative to an individual’s judgment. There is no absolute truth. Objective universal and certain knowledge is unattainable. Each person must decide what is true and what is significant for them.    

Values are not absolute according to existentialists. They are not determined by outside criteria or outside factors. An individual freely chooses his/her values. The values they choose are relative to their circumstances. One should not conform to the social values and norms of his society for the sake of conformity. Imposed values decrease one’s chance to live a true human life. Values are personal and an individual matter. Existence is the basic value for any person.

Existentialists emphasize individual choice freedom and individual responsibility. One should be free to decide his/her future destiny. He/she should not blame any factor like environment, family, school, or friends because they had the freedom to decide on how to interact with or to avoid them.

The major purpose of Education according to existentialists is to serve individual human beings. It should help them to achieve a meaningful existence. Education should aim at;

·         Developing individual awareness

·         Providing opportunities for free ethical choices

·         Encouraging the development of self-knowledge

·         Developing a sense of responsibility

·         Awakening a sense of individual commitment

Existential educators do not favor subject-centered curricula. To them, the subject matter has no value itself. To accept subject matter is to accept the generalization of others which may not make sense to an individual. However, an individual curriculum for existentialists would stress.

·         An activity curriculum

·         Learner’s interest

·         Freedom for learners to work alone in groups

·         A curriculum based on immediate needs

·         Recognition of individual differences in experience.

A teacher is neither a transmitter of knowledge nor a consultant to the goals and values of the learner. A teacher should rather be a person who can guide and assist each individual in the classroom to succeed in the search for self-realization.

A teacher should be democratic. They should therefore not impose their personal goals and values upon the learners. They should use directive techniques during the interaction with the learners. The teacher therefore does not use detailed lesson plans because these might tempt them to impose their interests and values on the learner.  If a learner directs a problem to a teacher, he/she should reflect it back to the learner to arouse the learner’s insight into the nature of the problem.

Perennialism

The word perennial means long-lasting or lasting a very long time. Perenialism can be traced back to the 18^th century and it is one of the contemporary philosophies of Education. During that period teacher-centered, or subject-centered approaches dominated the teaching and learning process. The curriculum was fixed and rigorous and the teacher was the authority of the subject.

Philosophers of Education like Jean Jacque Rousseau and others challenged the teacher-centered method of teaching. Their main argument was that the interests and abilities of the child should determine the curriculum and the methods the teacher uses. By the late 19^th century and early 20^th century, a new movement called progressivism came into existence to challenge traditional methods. Progressivism was a learner-centered philosophy of Education. It is opposed to vigorous coverage of the already fixed subject matter.

In 1957 Russia launched its Sputnik space. This was a sign of advancement in mathematics and technology. The Americans, in their reaction to the Russian challenge, blamed progressivist approaches in their education system.  

There was a need to review the curriculum and methods used in Education. Kneller summarized this when he writes that “a revived conservatism decried the excess of the progressivists.” There was a need to try the old approaches again. This is how perenialism came into existence again.

Perenialism views truth as unchanging/perennial. Education should focus on the search for the dissemination of those unchanging principles. The steadfastness of educational purpose and stability in educational behavior is beneficial in this world of uncertainty. 

·