Existentialism and Education

Kneller, George F.

doi:10.1177/000276426400800313

Cited by 12 publications

(14 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The courage to explore one's vast collection of unquestioned assumptions forms the foundation of existential learning (Elias, 1995;Kneller, 1958;Mezirow, 1991). The intrinsic risk of revealing "Who am I?"…”

Section: Existential Learningmentioning

confidence: 99%

ITAF Pedagogy in Theory and Practice: An Action Research Study of Transformative Growth and Development in University Classrooms

Elsey

2023

Journal of Transformative Education

View full text Add to dashboard Cite

This article shows how a student centered pedagogy called the Improvisational Theater Art Form (ITAF) empowers transformative awareness, growth, and change. In this particular study representative of a larger body of work, 30 undergraduate researcher/participants created improvised games and scenes as expressions of their inner selves to explore “habits of the mind” negatively affecting social living and daily life. ITAF draws upon action research, transformative learning theory, improvisational theater, a democratic learning environment, and learning through play. The purpose of this article is to show how ITAF inspired learners to study the nature of the self, achieve progressive growth and development, and advance the craft of transformative learning and education.

show abstract

Section: Existential Learningmentioning

confidence: 99%

ITAF Pedagogy in Theory and Practice: An Action Research Study of Transformative Growth and Development in University Classrooms

Elsey

2023

Journal of Transformative Education

View full text Add to dashboard Cite

show abstract

“…This leads to life-changing events (c.f. Kneller, 1958;Yalom, 1980;Todd, 1995;Deurzen-Smith, 1988;Jacobsen, 2008). Also, encounter would not have such a dramatic effect on the life of a human being if it were predictable (c.f.…”

Section: Encounter and Education 'Bildung'mentioning

confidence: 99%

What is Existential Educational Encounter?

Koskela

Siljander

2020

paideusis

View full text Add to dashboard Cite

This paper aims to clarify the meaning of the pedagogical concept of encounter by providing an overview of its use from the historical foundations of the concept in Otto Friedrich Bollnow’s (1903 to 1991) philosophy to contemporary phenomenological readings by Maxine Greene, Donald Vandenberg and Robyn Harrison. The outcome is a critical analysis and evaluation of the significance of the concept in educational contexts. The aims of the paper are as follows: a) to articulate the educational significance of the concept of encounter, and b) to clarify its relationship to the humanistic concept of formation (or unfolding; Bildung), in order to establish the tension between Bildung-theory and the existential theory of human formation. The paper claims that, for a more elaborated understanding of the human educative process, the tension between the processes of encounter and Bildung should be seen as the core tension behind the holistic view of becoming human. Also, c) for an analysis of the Anglo-American reception of the concept, a phenomenological view of the encounter as a transcendental aspect of a learning process will be made in order to gain a wider view of the concept.

show abstract

“…To date, the greatest impact of existentialism has been felt in the areas of counseling and psychotherapy. Recently, however, existentialism has been explored as a backdrop for contemporary theories of vocational development (Simon, 1966), as a philosophical foundation for the guidance program (Beck, 1963), and as a theoretical stance for the entire educational process (Kneller, 1958).…”

Section: Developmental Guidance and Existentialismmentioning

confidence: 99%

Some Aspects of Developmental Guidance Within an Existential Context

Zaccaria

1969

The Personnel and Guidance Journal

View full text Add to dashboard Cite

In this paper developmental guidance and existentialism are viewed as parallel but relatively independent modes of thought. The major theoretical dimensions of developmental guidance are summarized and a brief comparison between developmental guidance and existentialism is made. Certain aspects of existential thought are related to some principles of developmental guidance. Existentialism can provide an idiographic dimension to the fundamentally nomothetic theoretical orientation of developmental guidance by complementing an objective understanding of the individual with a subjective understanding.

show abstract

Existentialism and Education

Cited by 12 publications

References 0 publications

ITAF Pedagogy in Theory and Practice: An Action Research Study of Transformative Growth and Development in University Classrooms

ITAF Pedagogy in Theory and Practice: An Action Research Study of Transformative Growth and Development in University Classrooms

What is Existential Educational Encounter?

Some Aspects of Developmental Guidance Within an Existential Context

Contact Info

Product

Resources

About