Pedagogical Potential of the Philosophy of Atheistic Existentialism and Humanistic Psychoanalysis

Author(s)

Pedagogical Potential of the Philosophy of Atheistic Existentialism and Humanistic Psychoanalysis Natalia SHAFAZHINSKAYA

The study assesses the relevance of developing the worldview of modern pedagogy and presents the main crite-ria that can be followed when choosing philosophical con-cepts and pedagogical teachings. The authors conduct an aca-demic analysis of the current state of philosophy associated with the postmodern approach to equalizing subjectively sig-nificant aspects. Based on the analysis of philosophical works of the 20thcentury, they substantiate the French atheistic exis-tentialism and existential (humanistic) psychoanalysis as philosophical concepts that form a productive worldview of modern people. It is concluded that atheistic existentialism and humanistic psychoanalysis are among the most important trends in philosophy, especially in the 20thcentury. The above-mentioned philosophical concepts can influence edu-cation by promoting a more holistic approach to teaching and learning that considers the intellectual, emotional, and ethical aspects of human experience. These perspectives can help educators create a learning environment that promotes per-sonal growth, self-awareness, and critical thinking, as well as foster the development of more empathetic, responsible, and engaged citizens

DOI: 10.24234/wisdom.v26i2.1000 WISDOM 2(26), 2023 94-101

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Keywords

philosophy of pedagogy, atheistic existentialism, religious existentialism, existential (humanistic) psychoanaly-sis, postmodernism, atheism, romanticism

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