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ERIC Number: ED115609
Record Type: RIE
Publication Date: 1975-Oct-31
Pages: 25
Abstractor: N/A
Reference Count: 0
Existentialism and Open Education: Divorce American Style.
Thibadeau, Gene
This paper attempts to provide an insight into a possible relationship between open education and existentialism. The first section of this paper broadly defines the concept of open education as a search for a more meaningful approach to learning. This section then defines open education more specifically through the use of the following six learning assumptions: (1) motivation, (2) conditions for learning, (3) social learning, (4) intellectual development, (5) evaluation, and (6) assumptions about knowledge. There follows a discussion of the philosophical basis of open education and how it can eventually be related to existentialism. The second section of the paper details, at some length, the intellectual importance of another paper which presents the argument that, in order for existentialism to be applied to education, what is initially required is the redefining or reinterpretation of the notion of education. This section also attempts to answer the question of whether or not existentialism can be applied to education. Section 3 examines how the open classroom teacher views his/her professional role based on the six previously listed learning assumptions. It also discusses how this new teacher role is based on themes peculiar to an existential interpretation. (BD)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the National Conference of the American Educational Studies Association (San Francisco, California, October 31, 1975)