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Introduction
This assignment critically examines how three key philosophical traditions—phenomenology,
pragmatism, and existentialism—shape the understanding, design, and delivery of curriculum within
a school learning environment. In contemporary education, it is no longer sufficient to regard
curriculum as a static body of knowledge to be transmitted to passive learners. Instead, curriculum
must be seen as a dynamic, evolving framework that engages with the lived experiences, interests,
and contexts of learners, while also addressing ethical, social, and cultural imperatives.
1.1. Phenomenology
Phenomenology can be described as a philosophical method that focuses on the description and
interpretation of lived experience. According to Higgs and Waghid (2017), phenomenology seeks to
uncover the fundamental structures of consciousness and existence by bracketing preconceived ideas
and engaging directly with how phenomena present themselves to us. This approach emphasizes that
knowledge arises from first-person experience, and that reality is shaped by the way it is experienced
by individuals.
Phenomenology rejects the assumptions of positivist science that claim reality can be understood
solely through objective measurement and categorization. Instead, it highlights that all human
understanding is situated within a particular context—shaped by history, culture, and personal
perspective (Feinberg & Soltis, 2009). It values the voices and experiences of all individuals,
especially those who have been marginalized or silenced. Phenomenology thus promotes an ethically
responsible way of knowing, one that is attentive to ambiguity, uncertainty, and complexity. It
suggests that meaning is not something external imposed on experience, but something that emerges
through our interpretation and engagement with the world. This philosophical stance encourages
educators to recognise learners as active participants in constructing meaning, rather than passive
recipients of pre-packaged knowledge.
1.2. Existentialism
Existentialism is a philosophy that places human existence and freedom at the centre of inquiry. As
noted by Higgs and Waghid (2017), existentialism is concerned with the personal and subjective
dimensions of human life, focusing on how individuals create meaning in a world that does not
provide it automatically. It challenges the idea that there is a pre-determined essence or purpose that
defines what it means to be human. Instead, existentialist thinkers argue that individuals are free to
define themselves through their choices and actions, and that this freedom carries with it a profound
responsibility.
Existentialism is marked by its suspicion of grand, universal theories that claim to explain all aspects
of human life through reason alone (Feinberg & Soltis, 2009). It supports the view that there are
multiple ways of knowing and understanding the world, and that these are always shaped by context
and personal perspective. The philosophy also acknowledges the emotional dimensions of human
existence, recognising that experiences such as anxiety, despair, and alienation are central to the
human condition. These feelings often arise from the awareness of one’s freedom and the burden of
creating meaning in a world that offers no guarantees. For educators, existentialism invites a focus
on authenticity, personal growth, and the development of learners’ capacity for choice and
responsibility, rather than conformity to external standards or expectations.
Introduction
This assignment critically examines how three key philosophical traditions—phenomenology,
pragmatism, and existentialism—shape the understanding, design, and delivery of curriculum within
a school learning environment. In contemporary education, it is no longer sufficient to regard
curriculum as a static body of knowledge to be transmitted to passive learners. Instead, curriculum
must be seen as a dynamic, evolving framework that engages with the lived experiences, interests,
and contexts of learners, while also addressing ethical, social, and cultural imperatives.
1.1. Phenomenology
Phenomenology can be described as a philosophical method that focuses on the description and
interpretation of lived experience. According to Higgs and Waghid (2017), phenomenology seeks to
uncover the fundamental structures of consciousness and existence by bracketing preconceived ideas
and engaging directly with how phenomena present themselves to us. This approach emphasizes that
knowledge arises from first-person experience, and that reality is shaped by the way it is experienced
by individuals.
Phenomenology rejects the assumptions of positivist science that claim reality can be understood
solely through objective measurement and categorization. Instead, it highlights that all human
understanding is situated within a particular context—shaped by history, culture, and personal
perspective (Feinberg & Soltis, 2009). It values the voices and experiences of all individuals,
especially those who have been marginalized or silenced. Phenomenology thus promotes an ethically
responsible way of knowing, one that is attentive to ambiguity, uncertainty, and complexity. It
suggests that meaning is not something external imposed on experience, but something that emerges
through our interpretation and engagement with the world. This philosophical stance encourages
educators to recognise learners as active participants in constructing meaning, rather than passive
recipients of pre-packaged knowledge.
1.2. Existentialism
Existentialism is a philosophy that places human existence and freedom at the centre of inquiry. As
noted by Higgs and Waghid (2017), existentialism is concerned with the personal and subjective
dimensions of human life, focusing on how individuals create meaning in a world that does not
provide it automatically. It challenges the idea that there is a pre-determined essence or purpose that
defines what it means to be human. Instead, existentialist thinkers argue that individuals are free to
define themselves through their choices and actions, and that this freedom carries with it a profound
responsibility.
Existentialism is marked by its suspicion of grand, universal theories that claim to explain all aspects
of human life through reason alone (Feinberg & Soltis, 2009). It supports the view that there are
multiple ways of knowing and understanding the world, and that these are always shaped by context
and personal perspective. The philosophy also acknowledges the emotional dimensions of human
existence, recognising that experiences such as anxiety, despair, and alienation are central to the
human condition. These feelings often arise from the awareness of one’s freedom and the burden of
creating meaning in a world that offers no guarantees. For educators, existentialism invites a focus
on authenticity, personal growth, and the development of learners’ capacity for choice and
responsibility, rather than conformity to external standards or expectations.
