The Role of the Teacher in an Existential Classroom

Document Type : Original Research

Authors

1 Master's student in the History and Philosophy of Education, Department of Educational Sciences, University of Isfahan, Isfahan, Iran.

2 Associate Professor, Department of Educational Sciences, University of Isfahan, Isfahan, Iran

Abstract

Background and Objectives: Existential philosophy, with its emphasis on freedom, responsibility, choice, and individual meaning-making, offers a distinct approach to education. Within this framework, the teacher’s role extends beyond that of a mere knowledge transmitter to become an authentic companion in the student's existential development. This study aims to provide a comprehensive and systematic analysis of the roles, characteristics, functions, and responsibilities of teachers in a classroom based on the principles of existential philosophy. By drawing upon selected research, it seeks to present a clear picture of the existential teacher’s mode of presence, relational approach, classroom management style, and pedagogical orientation, thereby establishing a basis for rethinking teacher education and educational policy. Methods: This study was conducted using a narrative review approach, supplemented by qualitative content analysis to systematically examine relevant literature. Sources included philosophical works in the field of existentialism, educational research, and theoretical studies on the existential teacher. Data analysis focused on extracting common dimensions, key components, and recurring patterns concerning the teacher’s role in education grounded in existential philosophy. Findings: The findings reveal that the existential teacher is, first and foremost, a facilitator of students' self-awareness and personal authenticity. By posing existential questions, creating opportunities for free choice, and strengthening the capacity for meaning-making, the teacher guides students toward inner growth. A fundamental element of this model is the establishment of an authentic "I-Thou" dialogical relationship, founded on presence, sincerity, mutual respect, and active listening, which transforms the classroom into a humanized and dynamic space. Furthermore, the teacher acts as an existential role model and a liberating agent, empowering students to confront life's anxieties and fundamental issues, and fostering their creativity, inner sensitivity, and reflective thinking through the use of art, imagination, and aesthetic experiences. In this approach, classroom management is shaped by an emphasis on "existential order"—an order based on freedom, responsibility, and mutual respect—rather than on external control or imposed discipline. Conclusion: The results indicate that the teacher’s role in existential philosophy is complex, multidimensional, and requires profound philosophical, emotional, and personal readiness. While this model contrasts with some prevalent educational structures that prioritize control, standardization, and content transmission, it offers significant potential for holistic growth, the cultivation of critical thinking, meaning-making, and authentic learning. Accordingly, key implications of this research for teacher education systems include: fostering self-awareness, developing dialogical skills, introducing flexibility into educational programs, and attending to the human–existential dimensions of teaching. Such an approach can lay the groundwork for transforming classroom practices and enhancing the quality of learning within the educational system.

Keywords

References

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Theory and Practice in Teachers Education
Volume 11, Issue 20 - Serial Number 20
October 2025
Pages 153-169

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