Kierkegaard, Despair and the Possibility of Education: Teaching Existentialism Existentially

Jaarsma, Ada S.; Kinaschuk, Kyle; Lin, Xing

doi:10.1007/s11217-015-9488-x

Cited by 5 publications

(3 citation statements)

References 29 publications

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“…After all, they say that despair can make you lose your mind. In the same vein, Kierkegaard (1941) compares despair to vertigo. One gets the feeling that one is falling, losing the ground under one’s feet, and that the world starts to spin and becomes distorted.…”

Section: Despair and Ominous Passivitymentioning

confidence: 98%

Is education exhausted?

Dworakowska

2020

Policy Futures in Education

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In the article I argue that the category of exhaustion constitutes the key to contemporary instrumental education. In my analysis I draw from Sloterdijk’s diagnosis of modern consciousness and the Deleuzian concept of exhaustion. My contention is that an explanation for a durable rule of market logic can be found in the fact that traditional narratives, that is, narratives which place God or Reason as arche of the world, have expired and exposed the emptiness. The space, not occupied anymore by God or Reason, has become empty and as such needed to be filled in. As this (empty) space cannot be filled by the humanities with their so-called higher values, an economic narrative has taken over this task and, as a further consequence, transformed education into its instrument. However, neither the content of traditional narratives, nor economic ones, directly produce this emptiness, since it is an effect of the exhausted life. In my contribution I argue that a triangle consisting of higher values, economic values and the (empty) space is a sort of trap caused by two ways of being of the exhausted life, that is, by judgement and domination. Moreover, I will attempt to show that a shift to non-instrumental education present in the field of contemporary philosophy of education is also a problem within the exhausted life. In addition, perhaps the only chance to overcome this exhaustion lies in negation, which is found through despair.

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Section: Despair and Ominous Passivitymentioning

confidence: 98%

Is education exhausted?

Dworakowska

2020

Policy Futures in Education

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“…He associated these experiences with maturing of the self and ideally, creation of an educational environment conducive to learning and development. Jaarsma et al (2016), challenged the notion that existentialist education is for the purpose of self-realization. They argued "The telos of existentialist teaching .…”

Section: The History Of Existentialism and Educationmentioning

confidence: 99%

“…Jaarsma et al (2016), challenged the notion that existentialist education is for the purpose of self-realization. They argued “The telos of existentialist teaching .…”

Section: The History Of Existentialism and Educationmentioning

confidence: 99%

Existentialism and Higher Education: A Renewed Intersection in Well-Being

Sherman

2020

Journal of Humanistic Psychology

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Enhanced well-being for students, staff, and faculty has become a focal point on many campuses across North America. Well-being promotion tends to focus on the “wellness” half of well-being, practices related to individual health, stress-management, enhanced coping, and environmental conditions. These efforts, while significant, address the symptoms, not the root causes of what has led to the degree of experienced un-wellness or ill-being. What has not yet been adequately articulated in well-being theory, as applied to the higher education setting, is a focus on the “being” half of the well-being phrase, how higher education is connected to a student’s subjectivity and the meanings they give to the objective world. This article proposes a conception of well-being in higher education that stems from existential philosophy and humanistic psychology, as well as key concepts from Aristotle’s Nichomachean Ethics. Higher education is seen as a place where students’ self-discovery informs their approach to knowledge and learning, as well as their development of an ethical sense of justice and the rights of others in the educational community. Well-being is in this way rendered more fully.

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Tomatoes in the Classroom

Jaarsma

2017

Kierkegaard After the Genome

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Kierkegaard, Despair and the Possibility of Education: Teaching Existentialism Existentially

Cited by 5 publications

References 29 publications

Is education exhausted?

Is education exhausted?

Existentialism and Higher Education: A Renewed Intersection in Well-Being

Tomatoes in the Classroom

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