Educational Philosophy and Theory 44 (4):351-365 (2012)

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Abstract
Jean-Paul Sartre claims in his 1945 lecture ‘Existentialism is a Humanism’ that there are two kinds of existentialism: that of Christians like Karl Jaspers, and atheistic like Martin Heidegger. Sartre's ‘spiritual master’ Heidegger had no problem with Sartre defining him as an atheist, but he had serious problems with Sartre's concept of humanism and existentialism. Heidegger claims that the essence of humanism lies in the essence of the human being. After the Enlightenment, the Western concept of man has been presented in education in the form of Kantian humanistic essentialism. At least in the Finnish educational system, Kantian humanism is almost an official ideological background of all national curriculums. Is such a kind of essentialism and metaphysics plausible in our modern or postmodern times? We examine the Sartre-Heidegger controversy on humanism and the concept of man in education using Freire's humanism and Gelassenheit education as exemplars
Keywords culturalism  Sartre  education  anti‐humanism  Gelassenheit‐education  humanism  naturalism  Heidegger  essentialism  existentialism
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DOI 10.1111/j.1469-5812.2010.00680.x
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References found in this work BETA

Tractatus logico-philosophicus.Ludwig Wittgenstein - 1922 - Filosoficky Casopis 52:336-341.
Pedagogy of the Oppressed.Paulo Freire - 2008 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.
Tractatus Logico-Philosophicus.Ludwig Wittgenstein - 1956 - Revista Portuguesa de Filosofia 12 (1):109-110.

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Citations of this work BETA

Response and Responsibility: Rethinking Accountability in Education.Alison M. Brady - 2021 - Journal of Philosophy of Education 55 (1):25-40.
Notice Board.David Johnston & Adrian van den Hoven - 2013 - Sartre Studies International 19 (2):132-147.
Curiosity, Wonder and Museum Education.Suninn Yun - forthcoming - Journal of Philosophy of Education.

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