EXISTENTIALISM IN EDUCATION: INTELLECTUAL FREEDOM AND CREATION OF THE MEANINGFUL LIFELONG LEARNING

Abstract

               This academic article aims to analyze and propose an educational management approach based on the existentialist educational philosophy in conjunction with the concept of lifelong learning that promotes “intellectual freedom” (the essence of learning through learners’ direct experiences) and “meaning-making” (learners’ connection of knowledge and experiences to their own lives). The existentialist educational philosophy emphasizes that authentic learning should arise from individual experiences, not be determined by external forces or other motivations, and the concept of lifelong learning reflects this principle by emphasizing that individuals learn through a continuous process, not limited to traditional education systems but also including independent study, work, and social activities. It shows that both concepts support continuous and independent learning in learners’ learning. Learners can choose and determine the learning methods that are appropriate for them. Teachers and academy are only assistants and supporters. This study proposes an educational management approach that focuses on creating an environment conducive to intellectual freedom and meaning-making through open curriculum design, experiential learning, promotion of higher-order thinking processes, and support for flexible learning so that learners can choose the content, teaching methods, and learning pace that are appropriate for them, including the necessary skills under the existentialist educational philosophy. This leads to the development of knowledge, skills, and attitudes that are consistent with one's own and social contexts.