The Impact of Existential Pedagogics on Teachers and Educators: a qualitative study


Pädagogische Hochschule Kärnten
Projektleitung gesamt
Waibel, Eva Maria; Mag. Dr. Prof.
Projektleitung intern
Interne Projektmitarbeiter/innen
Externe Projektmitarbeiter/innen
Siller, Heidi; Dr.
2014 – 2016
Existential Pedagogy (EP) derives from Existential Analysis and Logotherapy developed by Viktor Frankl and Alfried Längle in the tradition of Existential Philosophy and Phenomenology. This study investigated how EP influences pedagogues’ and teachers’ attitudes and teaching.
Four focus groups with a total of 12 persons were conducted in an elementary school in Germany that is tailored for students with emotional and behavioral problems. Data were analyzed with the Qualitative Content Analysis.
EP helped teachers come into relationship with students, strengthen students’ self-esteem and find meaningful approaches to the learning content. It also facilitated coming into touch with one’s own emotions and with the children’s emotions. The individualized approach does not solely focus on children, but highly impacts teachers and pedagogues.
Similarities to other pedagogies can be found but the impact of EP on teachers and pedagogues and the individual and flexible handling of EP appear to be specific for EP.
Beschreibung (engl.)