The importance and value of existential philosophy

Existential research is important in terms of depth and knowledge. Existentialism is a philosophy It emphasizes each person’s existence, freedom, responsibilities and choices, which are lived and implemented only in the present. The past is gone. that it memory. Every memory, even of the same event, is unique to each person.

Memories, of course, can be changed. Does this mean that history can change? As a keepsake, yes. But as an event what is the answer? However, as an aside, if one person’s memory or one group’s shared assumptions differ from those of another person or group regarding past events, then what?

Concerning the future, the contention is that the future is nothing more than a continuous thought, as the word is used future It is applied as a description. The only parts of time, space, and life in which existence and essence are experienced and changed are in the present, the now, so to speak (Landau, 2012; Sherman, 2006; Steger et al., 2008).

What does all this mean? Does it really matter? Who does the choosing?

The only place you can live is the present moment. How do you know that you are living in the present, or that it exists at all? This question was posed to René Descartes, who eventually declared: “I think, therefore I am,” translated into English from French and Latin.

According to Descartes, this phrase begins with “I believe.” Proven He had the ability to acknowledge his presence. “I think, therefore I reflect on myself.” “I think, so I perceive myself as well as the outside world.” This existential declaration of Descartes has been accepted by some and challenged by others (Minimah, 2013; Nadler, 2010).

As such, existential literature declares this present moment to be the present moment the only site, In terms of time and place, that life, choices, understanding and meaning exist, which is unique to each person. What this means then, existentially, is that “I” is connected to life as “I” perceive it. “You” is connected to life as “you” see it. Together, this develops into what are known as “shared assumptions.”

It is these “shared assumptions” that collectively provide us with the means to achieve what the world has achieved, and continues to achieve. This includes education In all its forms and specializations. This can only happen in the present (Greenberg et al., 2004; King et al., 2006; Machell et al., 2015; Ryff & Singer, 2008).

Existence precedes essence

According to Sartre, when he introduced the phrase “existence precedes essence,” he argued from the beginning that individuals are born without any predetermined purpose. The following, because of awareness, provides the cognitive and intellectual means to create purpose. The goal, whatever it may be, can only be achieved starting from thought, then choice, then action.

According to Sartre, it is this process (thoughts, choices, and actions) that begins to shape and form the essence of the individual. This existential reality, according to Sartre, is one that emphasizes choices, freedom and responsibility, all of which continue to create the life we ​​live, and thus the essence is constantly reshaped (Landau, I. (2012; Sherman, 2006; Steger et al., 2008).

Existence, freedom, learning, education and essence

In terms of life, learning, teaching and ‘essence’, this ultimately indicates (from a teaching and learning perspective) that teachers have the freedom and responsibility to deliver their lessons. Thus, they are also responsible for asking questions and answering them or not, and they enjoy freedom. This existential way of living includes students as well. Students have the freedom, and are responsible, to choose whether or not to listen to the teacher.

If a student chooses not to listen or learn, there is nothing anyone can do but continue to provide support and advice. As Sartre points out, “We are condemned to be free.” This phrase, “We are condemned to be free” is not a prison sentence.

This statement, as mentioned above, asserts that “individuals are born without any predetermined purpose.” Which means that the individual is free. This freedom relates to having the conscious ability to choose one’s thoughts, attitudes, and actions. As such, freedom is not condemnation; It’s a release. It is the conscious self that realizes that the existing self is free to make choices for which the individual is responsible.

This then extends to existential pedagogy. For example, Glaser (1986) highlights that the individual Intrinsic motivation Personal attitudes have the greatest influence on what they will do, say, and achieve, including whether or not they choose to learn and work. If they choose not to work, standards of excellence will not be reached until they make the decision to work, which they are free to do and responsible for the consequences that will follow (Coyle, 2009; Dweck, 2006; Glaser, 1986; Burgee, 2014; Woolfolk, 1998).

Teaching, learning, perseverance, perseverance, resilience and achievement

The same basic principle of freedom, choices and responsibilities applies to schools and educational organizations. For example, if all students work honestly, apply themselves successfully, and willingly complete all required work across their grades (whether elementary, high school, or college), their grades will reflect this self-motivated effort, leading to high academic achievement.

However, despite their self-discipline, dedication, determination and diligence (which included passing all their examinations at the primary, secondary and university levels), if these students did not apply and gain international recognition (in line with accepted international academic standards), this would clearly indicate a serious academic and educational problem.

For example, with regard to recognized international standards for academic excellence, Ericsson (2008) states that all standards of excellence should be understood, recognized and universally accepted principles. One international example of this is the Nobel Prize. The categories are Physics, Chemistry, Physiology and Medicine. All categories apply, and candidates must meet all recognized international standards of academic excellence to receive the award (Cassidy, 2016; Duckworth et al., 2007).

However, if these self-motivated, diligent and hardworking students clearly do not reach the same standards of international excellence as others, despite their commitment, perseverance, perseverance and efforts. Their desire To achieve, At the highest possible level of international standards of excellence, What then?