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VOL. 10, ISSUE 4 (2025)
An analysis of Jean Paul Satre’s view on childhood and human development: Implications for education practice in Cross River State
Authors
Ekok. Agbor Emmanuel, Eko. Promise Ogban
Abstract
This paper explores the
relevance of Jean-Paul Sartre’s existentialist philosophy to educational
practice, particularly within the context of Cross River State, Nigeria.
Sartre’s views on human freedom, self-determination, and the concept that
"existence precedes essence" are employed as critical tools for
examining prevailing assumptions about childhood and human development in
education. This paper argues that the educational systems in Cross River State
largely adopt deterministic and prescriptive models, inherited from colonial
legacies and sustained by socio-cultural norms and rote learning practices.
These approaches often reduce children to passive recipients of knowledge,
neglecting their capacity for agency, critical reflection, and self-authorship.
By analysing Sartre’s ideas on freedom, responsibility, authenticity, and
transcendence, the paper highlights the disconnect between existing pedagogical
methods and the philosophical understanding of children as dynamic,
self-defining beings. It proposes that education in Cross River State can be
enriched by shifting toward a more existentialist framework—one that values
dialogue, creativity, moral autonomy, and the recognition of learners as
co-creators of meaning. The paper calls for practical reforms in teacher
training, curriculum design, and classroom interaction, emphasizing the need
for reflective, student-centred learning environments. The paper also addresses
systemic barriers to this transformation, such as political instability,
inadequate infrastructure, and resistance from conservative educational
institutions. It contends that embracing Sartre’s existentialist principles can
serve as a catalyst for developing a more humane, responsive, and liberatory
educational model. The paper reimagines education not merely as a tool for
societal adaptation but as a transformative journey grounded in existential
freedom, aimed at nurturing the holistic growth of every child.
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Pages:19-23
How to cite this article:
Ekok. Agbor Emmanuel, Eko. Promise Ogban "An analysis of Jean Paul Satre’s view on childhood and human development: Implications for education practice in Cross River State". International Journal of Advanced Education and Research, Vol 10, Issue 4, 2025, Pages 19-23
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