Open AccessThe philosophical view of learning from existential experiences in childhood Summary
Author(s) -
Mārtiņš Veide
Publication year - 2016
Publication title -
problemy wczesnej edukacji
Language(s) - English
Resource type - Journals
eISSN - 2451-2230
pISSN - 1734-1582
DOI - 10.5604/01.3001.0008.5642
Subject(s) - existentialism , theme (computing) , psychology , context (archaeology) , death anxiety , anxiety , learned helplessness , epistemology , developmental psychology , social psychology , philosophy , history , archaeology , psychiatry , computer science , operating system
This article analyzes the topicality and the understanding of an existential question in the context of life-learning in childhood. Discussing the topicality of the theme of death in childhood, the article provides an answer to the question – what does a child learn from his existential experience when facing death, and what is the significance of this experience in his further development? The existential experience of the child affects such developmental aspects of his personality as the overcoming of his helplessness and anxiety management, intellectual development, responsibility, and renunciation of hostility and destructiveness. As the experience of a child is formed in conjunction with the adult world and its inherent existential anxiety, it is important for a teacher to come to terms with himself, without relying on systems and ideologies.