Existentialism, Experiential Learning, and Standard Education

Existentialism, Experiential Learning, and Standard Education

A number of educational philosophies have influenced educational practices. Existentialism and experiential learning theory are among those that have drawn a major discussion among scholars and practitioners about how learning should be learned. Obviously, the two philosophies of learning place importance on individual learning. The case of Summerhill, which assumably adopted Existentialism, focused on learning through “playing,” while experiential learning theory emphasizes learning by “doing.” The two bodies of learning philosophies believe individual learners are the central actors of learning, while they value the role of teachers and designed curriculums less. Existentialism places an essence on existence and freedom, arguing that existence and freedom allow individuals to learn and identify the meaning of the life they want to live. In education, students should be given the freedom to learn, and by learning with their will, they truly learn. Summerhill was an experiment of this learning practice where students were not obligated to sit in any class or learn through a systematically structured procedure/curriculum like the ones in current standard education is strictly followed by students and teachers. The students in Summerhill were set free to play as they pleased and learn if they were interested. A.S Neill, the founder of the school as well as known as one of the existentialists, believed that students could not learn things if they were not interested in learning in them and they should not be forced to do it. Furthermore, his point of view was on the idea that children have wise and realistic innate capabilities that allow them to develop their capabilities for their self-realization when given freedom and set free of fear. He criticized schools for killing students’ creativity by trying to make children fit into schools and influencing them by forcing them to learn subjects they are not interested in. Instead, in Neill’s belief and practice, schools need to fit students as students should possess the freedom and choice of interests in what particular things they want to learn. In Summerhill, learning is through “playing.” Students can choose to play all day if they want to do so. They only need to learn if they want to learn. 

      Although focused on individual learners as a key play in learning, Experimentalist learning theory, yet, does not go too far by giving freedom to students to choose what to learn and how to learn like the way Neill and Summerhill did. Experimentalist learning still sees the value of an organized learning environment where students should abide by curriculums. However, the curriculums must allow students to experience or involve their experience in learning. Students should be able to relate what they are learning to their experience to be able to understand and use their knowledge fully in real life. Experimentalism criticizes modern schools that teach students some things that matter to them. Students do not find them helpful and start to feel hate or bored of school. Experimentalists believe in the notion of learning by doing. Hand-on experience learning like on-site or zoo/garden visits, role plays, real-life story/problem analysis, reflection, and practical implementations are among the important aspects of learning in Experimentalist learning. 

    Comparing the two philosophies relating them to education to the current standard education system, it is clear that the ideal practices of Existentialism, like Summerhill, are far from lively existing and practical reality. Although there are some existing schools similar to or following the footprint of Summerhill, the practicality and importance of such schools do not seem to add value to today’s society. However, Experimentalist learning seems more influential to current education focuses. Many countries have tried to involve experience learning in their national curriculum. Moreover, beyond formal education, informal ones like TVET focus greatly on hands-on experience as a key to developing workers’ skills and competence. 

Further reading: 

Neill, A. S. (1960). Summerhill: A radical approach to child rearing. Hart.