Existentialist Curriculum on the Humanities

I should seek not the representation, however my way. Rather than follow a strict chastise of rules about(predicate) what school should or should not be like, the existential philosopher chooses his or her own vision of education. at that place is truly no one right way for school-age childs to learn or one method of article of faith that is univers altogethery applicable. Existentialism schoolrooms therefore offer granting immunity for both educator and student. The existential philosopher philosopher model in addition encourages growth and creativity through limitless freedom. As Blaise Pascal said, Live today as if you were to give tomorrow.According to this philosophy, the students and instructors would do whatever they felt shake up to do at that moment, and curriculum would be loose. The existentialist instructor eschews structure. The existentialist does not attempt to suit a specialist because to do so is similarly restricting. I keep with the quote, Spec ialization diminishes a man-He is a creature of experience, not the master of it. I overly appreciate the existentialist vision of education as a conversation between soulfulnesss in which each person remains a subject for the other, a conversation.With this viewpoint, the teacher is not authoritarian, and does not stand up in front of the strain and lecture all day. Finally, the existentialist teacher helps students achieve self-realization. I agree that the purpose of education is more than merely to hornswoggle multiplication tables or vocabulary words. There is a reason why students dont like school, and if more teachers integrate the fundamental philosophies of existentialism in their classrooms, more students would know school. Learning would be more fun. I had an existentialist teacher in high school.The class was accessible studies, but we did not have a textbook. Rather, the teacher taught to us from Buddhist teachings and encouraged each student in the class to d iscuss the meaning of life. instead of memorizing historical data, we learned how to think creatively about our world and about our own selves. The existentialist classroom can focus on any subject. In fact, the true existentialist classroom focuses on as many subjects as possible, and is not restricted to math, English, science, or history. However, when teaching restrictive subjects like math, the teacher uses exceedingly creative methods kind of than rote learning.The existentialist teacher brings in various multimedia worldlys, and welcomes technology as a tool for teaching. The teacher teaches whatever the students shape up interested in on that day rather than force them to focus on one peculiar(prenominal) thing. The students and teacher skill sit together in a circle, rather than in typical classroom format. Students are encouraged to tell stories and share jokes. They might perform virtually creative projects with art or music. Games are also encouraged. The existe ntialist class is often held outside on the lawn on sunny days, or alternatively, goes on a field trip to a park or wherever seems fun that day.If its raining, the teacher might bring in a word-painting to teach a unit on cinematography or on a particular theme. The existentialist classroom also incorporates current events as a means to expand the students awareness of their universe. Furthermore, the teacher imparts knowledge regarding psychological and social coping skills the existentialist class is not about rote memorization of specific materials but rather on the big portrayal the meaning of life and the life purpose backside education. The existentialist views humanity as integral in the perception of reality.Rather than see a somatogenic universe out there that exists independently of the person as a realist would, the existentialist knows that human figureing alters reality. homosexual beings are therefore active creators and participants in the universe. In order to better understand the metaphysical underpinnings of the universe we first need to better understand ourselves. The quote Man is nothing other than what he makes himself refers to the power of human consciousness in establishment personal as well as corporal reality we are what we think.Human beings are innate(p) with free impart free impart is uncomplete good nor an ideal often free will is a source of our pain and perplexing, for when we make mistakes we suffer the consequences. Therefore, free will enables human beings to make ineffable mistakes in order that we may learn and grow. Because of the autocratic nature of free will, each person is eventually responsible for his or her own actions. Knowledge is passing variable, and not as absolute as almost may believe. An individuals knowledge depends on his or her commentary of the world, and is also highly dependent on his or her personal value systems.Beliefs inform reality. While some knowledge has been codified, th e codification of knowledge is not absolute. Human beings are continuously shifting our view of the universe, as our understanding expands and grows. Moreover, people in various cultures and from divers(prenominal) backgrounds have different worldviews and therefore have different knowledge. No one form of knowledge is any more or less valuable than another, just different. Specialization is an attempt to own knowledge, to master something completely. However, distinctiveness diminishes the man because specialization is by definition limiting.The existentialist teacher seeks as many different opinions as possible to enrich the conversation. Teaching is a dish up of conversation and collaboration, a back-and-forth sharing of ideas. All teachers moldiness be aware of their limitations and not attempt to incorrectly represent themselves as experts. An existentialist curriculum will focus on the humanities because of the openness and creativity inherent in the humanities. Students actively participate they dont manifestly sit back and try to absorb material from the teacher.