Reported by: Maria Teresa G.

Ilao
 To have reason
 Physical and mental awareness
of your surroundings and choices
 Participation in life through
interaction with others
 Understanding your personal
nature
Godly (Kierkegaard; Marcel and Maritain
(Catholic); Tillich and Berdyaev
(Protestant) and Buber (Jewish))
 Believe God exists, but people are
alienated from Him.
 Man is alienated from his God-like self,
and the problem of his life is trying to
close that gap
 freedom involves accepting the
responsibility for choice and committing
to the choice
Ungodly (Sartre and Camus)
 Do not believe God exists.
 “Because there is no God to give
purpose to the universe, each man
must accept individual
responsibility for his own
becoming.”
 In choosing for himself, he chooses
for all men “the image of man as he
ought to be.” He has to make good
choices that others could follow
 Known as Jean-Paul Sartre
 French existentialist philosopher and pioneer,
dramatist and screenwriter, novelist, political
activsits, biographer and literary critic
 Born: June 21, 1905 (Paris, France)
 Died; April 15, 1980 (Paris, France)
 Education: Lycee Louis-le-Grand, Ecole
Normale Superiure
 Partner: Simone de Beauvoir
 Sartre was influenced by many aspects of
Western philosophy, adopting ideas from
Immanuel Kant, Georg Wilhelm Friedrich Hegel,
Søren Kierkegaard, Edmund Husserl and Martin
Heidegger, among others. Perhaps the most
decisive influence on Sartre's philosophical
development was his weekly attendance at
Alexandre Kojève's seminars, which continued
for a number of years.
Notion 1:

Being and Nothingness

Notion 2:

Existence Precedes
Essence
Existence: means Essence: rather than what
that the most labels, roles, stereotypes,
important definitions, or other
consideration for preconceived categories
individuals is that the individuals fit. Thus,
they are individuals- human beings, through
independently acting their own consciousness,
and responsible, create their own values
conscious beings and determine a meaning
to their life
Notion 3:

Freedom, Choice and

Responsibility
 Man is unconditionally free because
freedom “exists as it is”

 Freedom is about “making a choice”

and that by choosing freedom, the
person is “asserting his existence
and his freedom.”
 In Sartre’s view, the barriers to
freedom will only become a
hindrance if the human
person chooses to accept it as
a hindrance to his freedom.
 I am my choices. I cannot not
choose. If I do not choose, that is
still a choice. If faced with
inevitable circumstances, we still
choose how we are in those
circumstances.
 We are condemned because we find
ourselves thrown into the world, yet
free because as soon as we are
conscious of ourselves , we are
responsible in everything we do.
• The focus on freedom in
existentialism is related to the
limits of the responsibility one
bears as a result of one's freedom:
the relationship between freedom
and responsibility is one of
interdependency.
• Humans have freedom to choose
• Each individual makes choices that create his
or her own nature
• Because we choose, we must accept risk and
responsibility for wherever our commitments
take us
• “A human being is absolutely free and
absolutely responsible. Anguish is the result.”
–Jean-Paul Sartre
 Each of us is responsible for
everything we do. If we seek advice
from others, we choose our advisor
and have some idea of the course he
or she will recommend. "I am
responsible for my very desire of
fleeing responsibilities."
 To help students understand and appreciate
themselves as unique individuals who accept
complete responsibility for their thoughts,
feelings, and actions.
 To educate the whole person, not just the mind,
since feeling is not divorced from reason in
decision making.
 To help the learner become fully his authentic
self.
 Learning is self-paced, self-
directed.
 Students are given a wide variety
of options from which to choose.
 Students are afforded great
latitude in their choice of subject
matter.
 The humanities are given emphasis to
provide students with vicarious
experiences that will help unleash their
own creativity and self-expression.
 Vocational education is seen more as a
means of teaching students about
themselves and their potentials than
that of earning a livelihood.
 Focus is on the individual.
 In teaching history, existentialists
focus on the actions of historical
individuals, who provide possible
models for the students’ own
behavior, rather than emphasizing
historical events.
 In arts, existentialism encourages individual
creativity and imagination more than copying
and imitating established models. Creativity
is an expression of oneself.
 In teaching values, teachers employ values
clarification strategy to help students know
themselves and their place in society. Here,
teachers remain non-judgmental and take
care not to impose their values on their
students since values are personal.
 According to Del Castillo (2013), through
values clarification strategy, the learners will
be able to practice sound moral reasoning
skills, choose the appropriate response for a
value conflict and commit themselves to
personal, moral, and societal values.
 Values education is a matter of choice that
goes throughout existence.
 There should be private and open spaces
in the classroom to facilitate dialogues,
small group discussions, and
individualization to lessen the tension,
formality, and constraint experienced by
the learners.
 Criticism to any individual work is less
important.
 https://www.slideshare.net/jrmaraya/existentialism-its-history-proponents-and-
classroom-implications
 http://cbafaculty.org/REVEL%20for%20Personality/Existentialism%20intro.ppt
 https://www.slideshare.net/iansagabaen28/philosophy-of-education-
existentialism
 https://www.slideshare.net/lyka95/jean-paul-sartre-44864262
 https://www.slideshare.net/IrvinJohnSalegon/jean-paul-sartre-82474940
 https://www.slideshare.net/iansagabaen28/philosophy-of-education-
existentialism
 https://www.slideshare.net/aryasneha1/existentialism-57973798
 Stumpf, S.E. & Fieser, J. (2005). Socrates to Sartre and Beyond: A History of
Philosophy. New York. The McGraw-Hill Companies, Inc.
 Goserud, Erik J.J. (2014). Applications of Existentialism in Education. Ivers, Gene.
(2011). Existentialism.
 McGourty, M. Burwell, Don. (2000). Existentialism. Albertson College of Idaho.
 Calderon, Jose F. (2004). Foundations of Education. Manila: Rex Bookstore Inc.
 Del Castillo, Fides A. (2013). Teaching Values Using Creative Strategies. Quezon
City: Great Books Publishing.