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Changing Pre-Service Teachers' Purposes of Education through Existential Crises

Changing Pre-Service Teachers' Purposes of Education through Existential Crises This article considers changing the purposes of education held by pre-service teachers. It argues that purposes of education are inextricably linked to life meanings and purposes. Employing an existential perspective, mainly through Kierkegaard, Nietzsche, Heidegger, Sartre and Morris, the fundamental beliefs that one has regarding the meaning and purpose of life are understood to serve as the basis for formulating purposes of education. An attempt to change these purposes is recommended by drawing upon the existential crisis and Kierkegaard's doctrine of ‘how’. Importance is placed not so much on the object or whatof purposes and understandings, but on how the individual relates to them. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Changing Pre-Service Teachers' Purposes of Education through Existential Crises

Webster, R. Scott
Australian Journal of Education , Volume 48 (1): 13 – Apr 1, 2004
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References (21)

Publisher
SAGE
Copyright
© 2004 Australian Council for Educational Research
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/000494410404800106
Publisher site
See Article on Publisher Site

Abstract

This article considers changing the purposes of education held by pre-service teachers. It argues that purposes of education are inextricably linked to life meanings and purposes. Employing an existential perspective, mainly through Kierkegaard, Nietzsche, Heidegger, Sartre and Morris, the fundamental beliefs that one has regarding the meaning and purpose of life are understood to serve as the basis for formulating purposes of education. An attempt to change these purposes is recommended by drawing upon the existential crisis and Kierkegaard's doctrine of ‘how’. Importance is placed not so much on the object or whatof purposes and understandings, but on how the individual relates to them.

Journal

Australian Journal of Education – SAGE

Published: Apr 1, 2004

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