<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>The instrumentality and standardization of education may be important for functioning in contemporary societies. However, reducing education to measurable competencies may result in the loss of human value. Indeed, education becomes real when it relates to the reality of individuals. Existentialist education focuses on students’ freedom and agency; however, it is criticized for not having coherent and convincing educational guides. This analytical comparison paper argues that the premises of Existentialism and the components of metacognition may interact. While metacognitive awareness and thinking for essence lays the ground for individuality and autonomy, metacognitive knowledge relates to self-knowledge and not accepting ready-made concepts through self-questioning and dialogic encounters. Also, metacognitive experiences might mimic existential crises where individuals engage in highly conscious thinking during which metacognitive knowledge and regulation simultaneously help the individual deal with failure or anxiety. During such experiences, metacognitive regulation might facilitate individuals’ free choices and responsible engagement when building the self or handling difficulties. In this sense, enhancing metacognition may help individuals’ transition to the existing phase by building adequate self-knowledge and regulating thinking. This paper, finally, describes a set of pedagogies for fostering metacognition that could potentially facilitate existential attitudes or behaviors in mainstream classrooms.</p>
</abstract>

The instrumentality and standardization of education may be important for functioning in contemporary societies. However, reducing education to measurable competencies may result in the loss of human value. Indeed, education becomes real when it relates to the reality of individuals. Existentialist education focuses on students’ freedom and agency; however, it is criticized for not having coherent and convincing educational guides. This analytical comparison paper argues that the premises of Existentialism and the components of metacognition may interact. While metacognitive awareness and thinking for essence lays the ground for individuality and autonomy, metacognitive knowledge relates to self-knowledge and not accepting ready-made concepts through self-questioning and dialogic encounters. Also, metacognitive experiences might mimic existential crises where individuals engage in highly conscious thinking during which metacognitive knowledge and regulation simultaneously help the individual deal with failure or anxiety. During such experiences, metacognitive regulation might facilitate individuals’ free choices and responsible engagement when building the self or handling difficulties. In this sense, enhancing metacognition may help individuals’ transition to the existing phase by building adequate self-knowledge and regulating thinking. This paper, finally, describes a set of pedagogies for fostering metacognition that could potentially facilitate existential attitudes or behaviors in mainstream classrooms.

Metacognition’s potential for Existentialism in classrooms

Faculty of Education Curriculum & Instruction department Üçkuyular mah

Journal of Pedagogy

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"Metacognition\u2019s potential for Existentialism in classrooms"}

The instrumentality and standardization of education may be important for functioning in contemporary societies. However, reducing education to measurable...

Metacognition’s potential for Existentialism in classrooms

Publicado en línea: 29 dic 2023

Páginas: 123 - 141

DOI: https://doi.org/10.2478/jped-2023-0014

Palabras clave
awareness, Existentialism, metacognition, pedagogy, thinking

© 2023 Nesrin Ozturk, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Metacognition’s potential for Existentialism in classrooms

Publicado en línea: 29 dic 2023

Páginas: 123 - 141

DOI: https://doi.org/10.2478/jped-2023-0014

Palabras claveawareness, Existentialism, metacognition, pedagogy, thinking

© 2023 Nesrin Ozturk, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Palabras clave
awareness, Existentialism, metacognition, pedagogy, thinking