Document Type : Original Research
Authors
1
Department of Educational Sciences, Faculty of Educational & Psychology, University of Isfahan, Isfahan, Iran
2
, Department of Educational Sciences, Faculty of Educational & Psychology, University of Isfahan, Isfahan, Iran
10.48310/itt.2025.20802.1195
Abstract
The philosophy of existentialism, with its emphasis on concepts such as freedom, responsibility, choice, and personal meaning-making, introduces a unique perspective to education. Within this framework, the teacher transcends the role of a mere transmitter of knowledge and becomes a central facilitator of students' self-awareness and existential development. This study aims to provide a comprehensive analysis of the dimensions, characteristics, functions, and responsibilities of the teacher in an existentialist classroom, based on a selection of relevant research studies. Employing a narrative review and qualitative content analysis approach, the study synthesizes key findings across sources. Results indicate that the existentialist teacher primarily acts as a facilitator of self-awareness and authenticity, guiding students through existential questioning and fostering a space for free choice and meaning-making. Building an authentic and dialogical “I-Thou” relationship, grounded in honesty, presence, and mutual respect, is another central function. Moreover, the teacher serves as an existential role model and liberating agent, empowering students to confront life’s anxieties and transcend personal limitations. The use of art and aesthetic experiences supports the development of imagination and creativity. Ethical classroom management, founded on freedom, responsibility, philosophical self-awareness, and inner commitment, also emerges as a key component. This demanding role requires a high level of philosophical and personal readiness and often contrasts with conventional educational structures. Nevertheless, the emphasis on holistic growth, critical thinking, and meaning-making offers significant potential for innovative education. The findings underscore the importance of fostering teacher self-awareness, dialogical skills, and structural flexibility in teacher education and educational policy.
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