PSE4801
Assignment 3
Detailed Answers
Due July 2025
,PSE4801
Assignment 3: Detailed Answers
Due July 2025.
The Philosophical Underpinnings of Educational Theory and Practice: A
Phenomenological and Existential Inquiry into Curriculum
1. Introduction to the Essay
The landscape of educational theory and practice is profoundly shaped by underlying
philosophical tenets, whether explicitly articulated or implicitly assumed. This essay
embarks on a critical exploration of two significant philosophical traditions—
phenomenology and existentialism—and their profound implications for understanding,
interpreting, and reconceptualising the curriculum within a school learning environment.
Furthermore, it will examine the practical ramifications of pragmatism for teaching and
learning. The central argument posits that engaging with these philosophies allows for a
more nuanced and human-centred approach to education, moving beyond simplistic
notions of knowledge transmission to embrace the subjective, lived experiences of
learners and their active role in constructing meaning and identity.
1.1 Phenomenology
Phenomenology, as a philosophical approach, can be understood as the rigorous study
of lived experience and consciousness, aiming to describe phenomena as they appear
to consciousness, free from preconceived notions or theoretical biases (Husserl, 1970).
Its foundational principle, often summarised as "to the things themselves" (Husserl,
1970, p. 168), compels a return to the direct, immediate apprehension of reality, prior to
scientific explanation or abstract categorisation.
At its core, phenomenology involves a methodological practice known as bracketing (or
epoché), whereby one temporarily suspends judgments and assumptions about the
objective reality or causal explanations of phenomena. This suspension allows for a
pure description of the phenomenon as it is experienced, focusing on its inherent
structures and meanings as they present themselves to consciousness. For instance,
, instead of analysing a classroom as a system of inputs and outputs, a
phenomenological inquiry would seek to understand the lived experience of being a
student in that classroom – the feeling of boredom, the spark of insight, the interaction
with peers and teachers.
Central to phenomenological thought is the concept of intentionality, which posits that
consciousness is always consciousness of something; it is always directed towards an
object (Brentano, 1973). This means that subjects and objects are inextricably linked in
the act of experiencing. Thus, understanding a phenomenon, such as learning, requires
examining the learner's conscious engagement with the material, rather than treating
the material as a passive entity separate from the learner's subjective world.
Phenomenology therefore offers a powerful lens for exploring the subjective dimensions
of human experience, including the complex interplay between individuals and their
educational environments.
1.2 Existentialism
Existentialism is a philosophical movement that foregrounds individual existence,
freedom, and responsibility, emphasizing that existence precedes essence (Sartre,
2007). This core tenet signifies that individuals are born without inherent purpose,
nature, or predetermined identity. Instead, they are condemned to be free, meaning they
are continually defining themselves through their choices, actions, and projects. Unlike
traditional philosophies that might seek a universal human nature or a divine blueprint,
existentialism asserts that individuals create their own meaning and values in a world
that is inherently meaningless or absurd.
A key theme in existentialism is freedom and responsibility. Because individuals are
free to choose, they are also entirely responsible for their choices and the kind of
person they become. This radical freedom can lead to anguish (Sartre, 2007), a feeling
of dread that arises from the vastness of choice and the weight of responsibility for
one's life. Related to this is the concept of bad faith (Sartre, 2007), which describes the
act of denying one's freedom and responsibility, often by conforming to societal
expectations or pretending to be determined by external forces.
Assignment 3
Detailed Answers
Due July 2025
,PSE4801
Assignment 3: Detailed Answers
Due July 2025.
The Philosophical Underpinnings of Educational Theory and Practice: A
Phenomenological and Existential Inquiry into Curriculum
1. Introduction to the Essay
The landscape of educational theory and practice is profoundly shaped by underlying
philosophical tenets, whether explicitly articulated or implicitly assumed. This essay
embarks on a critical exploration of two significant philosophical traditions—
phenomenology and existentialism—and their profound implications for understanding,
interpreting, and reconceptualising the curriculum within a school learning environment.
Furthermore, it will examine the practical ramifications of pragmatism for teaching and
learning. The central argument posits that engaging with these philosophies allows for a
more nuanced and human-centred approach to education, moving beyond simplistic
notions of knowledge transmission to embrace the subjective, lived experiences of
learners and their active role in constructing meaning and identity.
1.1 Phenomenology
Phenomenology, as a philosophical approach, can be understood as the rigorous study
of lived experience and consciousness, aiming to describe phenomena as they appear
to consciousness, free from preconceived notions or theoretical biases (Husserl, 1970).
Its foundational principle, often summarised as "to the things themselves" (Husserl,
1970, p. 168), compels a return to the direct, immediate apprehension of reality, prior to
scientific explanation or abstract categorisation.
At its core, phenomenology involves a methodological practice known as bracketing (or
epoché), whereby one temporarily suspends judgments and assumptions about the
objective reality or causal explanations of phenomena. This suspension allows for a
pure description of the phenomenon as it is experienced, focusing on its inherent
structures and meanings as they present themselves to consciousness. For instance,
, instead of analysing a classroom as a system of inputs and outputs, a
phenomenological inquiry would seek to understand the lived experience of being a
student in that classroom – the feeling of boredom, the spark of insight, the interaction
with peers and teachers.
Central to phenomenological thought is the concept of intentionality, which posits that
consciousness is always consciousness of something; it is always directed towards an
object (Brentano, 1973). This means that subjects and objects are inextricably linked in
the act of experiencing. Thus, understanding a phenomenon, such as learning, requires
examining the learner's conscious engagement with the material, rather than treating
the material as a passive entity separate from the learner's subjective world.
Phenomenology therefore offers a powerful lens for exploring the subjective dimensions
of human experience, including the complex interplay between individuals and their
educational environments.
1.2 Existentialism
Existentialism is a philosophical movement that foregrounds individual existence,
freedom, and responsibility, emphasizing that existence precedes essence (Sartre,
2007). This core tenet signifies that individuals are born without inherent purpose,
nature, or predetermined identity. Instead, they are condemned to be free, meaning they
are continually defining themselves through their choices, actions, and projects. Unlike
traditional philosophies that might seek a universal human nature or a divine blueprint,
existentialism asserts that individuals create their own meaning and values in a world
that is inherently meaningless or absurd.
A key theme in existentialism is freedom and responsibility. Because individuals are
free to choose, they are also entirely responsible for their choices and the kind of
person they become. This radical freedom can lead to anguish (Sartre, 2007), a feeling
of dread that arises from the vastness of choice and the weight of responsibility for
one's life. Related to this is the concept of bad faith (Sartre, 2007), which describes the
act of denying one's freedom and responsibility, often by conforming to societal
expectations or pretending to be determined by external forces.
