PHILOSOPHIES AND ISSUES 2
Curriculum Change Plan: Part 2 - Philosophies and Issues for Change
Curriculum Philosophy
The curriculum change for incorporating social/emotional learning methods and
strategies into the Utah Secondary Health curriculum is based on existentialism. Existentialism is
a curriculum philosophy planted in the belief that an individual has the agency to choose the life
they desire and is in control of their destiny. The curriculum philosophy of existentialism is
grounded in the importance of fostering student's autonomy, creativity, and self-awareness in
education. "In existentialism, education should promote individuals' uniqueness, self-realization,
and authenticity" (Ozturk, 2023 p.3). Existentialist teachers support a curriculum that promotes
critical thinking, self-reflection, and exploration of foundational questions of existence relating
to the meaning of life and the nature of freedom. These educators allow students to engage with
diverse views and develop their understanding of the world.
Existentialism is a philosophical movement that occurred in the late 19th century.
Existentialist ideas can be drawn back to earlier philosophers who examined the concepts of
individual freedom and agency. The development of existentialism was contributed by several
key figures including Soren Kierkegaard, Friedrich Nietzsche, Martin Heidegger, and Jean-Paul
Sartre. Kierkegaard was a Danish philosopher and was considered the first existentialist
individual. Kierkegaard viewed himself as a vessel for his writing and because of life events and
relationships, he eventually called for the end of Christianity. Kierkegaard's events included
guilt-ridden relationships with his father, rivalry with his brother, and his traumatic relationship
with his fiancee Regine Olsen. (Garff, 2005). His work examined the pressure between faith and
reason, the nature of subjectivity, and the significance of personal agency. Another existentialist
PHILOSOPHIES AND ISSUES 3
thinker who made a significant contribution was Friedrich Nietzsche a German philosopher who
challenged traditional morality and values. Nietzsche advocated for the "will to power" as the
main force in human existence. Nietzsche later influenced other existentialist thinkers through
his ideas about an individual's capacity to create meaning in a world where situations or events
are out of one's control. (Ezung, 2021). Martin Heidegger was also a German philosopher who
introduced the concept of phenomenology. This concept studied the human experience as it is
lived. Heidegger discovered the nature of existence, authenticity, and the meaning of destiny.
"Destiny is not composed of individual fates, nor can being-with-one-another be conceived of as
the mutual occurrence of several subjects. These fates are already guided beforehand in the
resoluteness for definite possibilities" (Swazo, 2020, p.25). Following Heidegger's existentialist
thoughts was the French philosopher Jean-Paul Sartre a well-known figure connected with
existentialism. Sarte experienced a series of cultural and historical events that responded to and
shaped his existential philosophy. These experiences lead him to elaborate on topics of freedom,
responsibility, and existence. His work declared that an individual's existence is defined by their
actions and choices. (Sartre, 2021).
In terms of incorporating social-emotional learning into the Utah Health curriculum reflects an
existentialist's impact by providing students with methods and strategies for discovering who
they are as individuals and allowing them to take control of their learning. Existentialism directs
educators to eliminate traditional approaches to teaching and learning and develop a more
student-centered approach. Existentialist principles correlate with educational movements that
enhance student engagement, personalized learning, social-emotional learning, and the
integration of critical thinking, reasoning, and the ability to see different perspectives.
PHILOSOPHIES AND ISSUES 4
Existentialism is relevant to my curriculum change efforts because it places students at the
center of educational experiences. Existentialism is the foundation that empowers students to
take ownership of their educational journey with the opportunity to discover human existence.
By implementing existentialist concepts in curriculum development educators can create
environments that foster curiosity, resilience, self-esteem, healthy behaviors, and a sense of
purpose. This philosophy prepares students to navigate the world's difficulties with confidence
and integrity. Therefore, I believe teachers play a major role in the classroom and student's lives.
Educators must teach according to the existentialist concept of teaching in good faith. Good faith
requires educators to live and act in harmony with their innermost values. "An educator who
teaches in good faith will fully actualize her philosophy of teaching in the classroom, which
leads to greater job fulfillment and higher likelihood of retention in the profession" (Newburgh,
2019).
Values and Character Education
The curriculum change plan centered on the philosophy of existentialism places a strong
emphasis on individual freedom, responsibility, and authenticity. From the viewpoint of an
existentialist, values and character education are profoundly connected with the individual's
journey toward discovery, self-actualization, and the exploration of meaning in an obscure and
chaotic world. The main focus of the curriculum change plan involves methods and strategies for
students to develop specific values and character education within its design. A clear and
knowledgeable curriculum should include components of self-discovery, resilience, and
behaviors that contribute to social-emotional development.
Character education and values play a crucial role in fostering student's self-awareness,
ethical reflection, and sense of agency. The values centered upon the curriculum change plan
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contains existential questions about identity, purpose, and morality while providing students with
critical thinking skills and a highly principled framework necessary to overcome the difficulties
of life.
The need for Godly educators is to empower students to understand who they are as
eternal beings and how to reach their divine potential for a godly life. "His divine power has
given us everything we need for a godly life through our knowledge of him who called us by his
glory and goodness" (New International Version, 1978/2011, 2 Peter 1:3). Character education
emphasizes the development of students who are authentic, self-aware, and morally responsible.
This involves students creating their identities and determining the meaning of life through their
agency and actions. Katy Perez (2021) explains the importance of mindfulness in the classroom
and in learning. "Scholarly research finds that mindfulness practice in the classroom decreases
student stress and anxiety and helps increase attention, ability to focus, interpersonal
relationships, empathy, compassion, and other benefits" (Perez, 2011 pg. 72). The strategy of
implementing mindfulness practices in the classroom will guide students to self-discovery and
create an environment that promotes student engagement before implementing social-emotional
methods and strategies in the health education curriculum.
In the curriculum change plan the first strategy for addressing values and character
education issues is incorporating Socratic Dialogue and Reflective Inquiry as the keystone for
the curriculum change plan. Educators should share and structure dialogue between themselves
and the students through conversations that require questioning and answering. "The teacher,
who is often the dialogue leader, asks questions to expose and critically examine the beliefs,
values, ideologies, and viewpoints that frame and underwrite the thoughts and statements within
a certain debate" (Skrefsrud, 2024, p.6). Socratic Dialogue and Reflective Inquiry encourage
PHILOSOPHIES AND ISSUES 6
students to engage in critical reflection and provide them with thought-provoking questions,
reading, and media resources that require students to contemplate their values, beliefs, and
choices. The rationale is when students are engaging in a curriculum that promotes open-ended
discussions and ultimately encourages students to explore multiple perspectives, educators create
an atmosphere that supports reflection, exploration, and personal growth. Another strategy for
addressing values and character education issues is the implementation of experiential learning in
the classroom. This strategy allows students to apply their values and character in real-world
situations. Educators can provide students with valuable experiences that challenge them to make
decisions in difficult situations and teach them how to address social injustices. The rationale is
that students are given opportunities to convert their values into action. When students can
engage in real-world problems and work together to create solutions they deepen their
understanding of who they are and develop ethical principles while fostering a sense of purpose.
These strategies incorporated with the curriculum change plan will foster self-discovery, agency,
and resilience among learners.
Social or Political Influences
Incorporating social-emotional learning (SEL) into a curriculum change plan can be
influenced by multiple social and political factors affecting educational policies and societal
norms. Two relevant influences for the curriculum change plan are recognizing mental health
needs and the need for teacher training and professional development. Students today are facing
high levels of stress, anxiety, depression, and low self-esteem. There is an increase in
recognizing the need to address students' social and emotional well-being in schools. The first
strategy to address these social and political influences is policy collaboration and advocacy. It is
important to engage with policymakers, advocacy groups, and community leaders to support
PHILOSOPHIES AND ISSUES 7
SEL funding and implementation in schools. As educators collaborate with stakeholders and
community leaders it builds an agreement around the importance of SEL and how to integrate
SEL methods and strategies into the health education curriculum. "Creating close relations
between school and community while listening to various parties allows interdependence that
promotes the school to reach better decisions" (Khadija, 2022). The rationale behind
collaborating with stakeholders and community leaders can produce an environment for
implementing SEL resources that support students' overall well-being.
The second strategy to address social and political influences in the curriculum change
plan is comprehensive professional development opportunities for teachers. To integrate SEL
into schools teachers need comprehensive professional development programs to enhance their
ability to implement SEL in their teaching practices. Training on evidence-based SEL strategies,
culturally responsive teaching, and methods for creating a positive classroom environment
centered around social-emotional learning. The rationale behind professional development
opportunities of SEL integration requires educators to have the knowledge, skills, and resources
to support students' needs. Professional development programs can provide educators with the
resources to support student's social and emotional learning and the strategies they need to create
supportive environments that promote academic success.
PHILOSOPHIES AND ISSUES 8
References
Ezung, A. (2021). The Idea of ‘Moral Relativism’ in the Philosophy of Friedrich Nietzsche.
Journal of Indian Council of Philosophical Research., 38(2), 213–227.
https://doi.org/10.1007/s40961-021-00233-x
Garff, J. (2005). Søren Kierkegaard: A Biography. Princeton: Princeton University Press.
https://doi.org/10.1515/9781400849604
Katherine Newburgh (2019) Teaching in good faith: Towards a framework for defining the
deep supports that grow and retain first-year teachers, Educational Philosophy and
Theory, 51:12, 1237-1251, DOI: 10.1080/00131857.2018.1537878
KHADIJA, H. (2022). stakeholders in education. Analele Universităţii Din Oradea. Ştiinţe
Economice, 31(31(1)), 425-435. https://doi.org/10.47535/1991AUOES31(1)040
Ozturk, N. (2023). Metacognition’s potential for Existentialism in classrooms. Journal of
Pedagogy, 14(2), 123-141. https://doi.org/10.2478/jped-2023-0014
Perez, K. D. (2022). The social-emotional learning toolbox : practical strategies to support all
students. Paul H. Brookes Publishing Co.
Sartre, Jean-Paul. Being and Nothingness, Atria Books, 2021. ProQuest Ebook Central,
https://ebookcentral.proquest.com/lib/liberty/detail.action?docID=6711357.
Skrefsrud, T. (2024). Intercultural dialogue in diverse classrooms: Debating the socratic dialogue method
from a postcolonial perspective. Religions (Basel, Switzerland ), 15(1), 98.
https://doi.org/10.3390/rel15010098
