Are students needy or are they active and purposeful beings? Thoughts on education and its purpose as an existential project

Abstract

The meaning of education and what it is to be a human being can be read in the Icelandic National Curriculum Guide for Compulsory Schools. The definition is not obvious and demands active reflection and interpretation from those that read it. I regard this requirement which principals, teachers, and others responsible for education must take notice of, as a very positive one. In a curriculum guide that is not too clear and demands interpretation and reflective thinking from its readers, we have the opportunity to improve schools. This paper is based on the author´s teaching experience, public policy in education and discussions of professionals. The importance of education as an existential project is discussed, where the “big questions”, which are philosophical questions, are at the forefront. It is too common that fundamental concepts of education are neglected. Those concepts are, for example, those of a human being and the purpose of education. Teachers are often busy with their daily tasks such as organizing classes, teaching, testing, grading students etc. in their attempts to meet the established requirements. Therefore the “big questions” are often left behind.

When focusing our attention on the concepts of a human being and education while reading the National Curriculum Guide we are led to an important notion which plays a key role in the curriculum; that is, the concept of responsibility. What is the role of responsibility in compulsory education in Iceland? How can students be responsible persons? These questions are among those raised in this paper concerning the Icelandic National Curriculum Guide. In this paper it is suggested that in order for students to be responsible individuals, they must have the opportunity to reflect and maintain dialogue with teachers and their fellow students.