- By taking the child´s spirituality seriously, we imply that there is no way to control another person’s acting or thinking.
- Therefore, any change a person may undergo is not possible without his or her cooperation.
- The child’s self-formation most certainly requires the inner cooperation of the child.
- Educators cannot guarantee the outcome of education. This is not predictable and does not always go according to plan.
- For someone who has internalized the ideas of Existential Education, a “laissez-faire” education is out of question. It would be a misconception to say education that orients itself according to the child always revolves around or gives priority to the child.
- At times educators must accompany, encourage or confront. Sometimes they are needed to provide an incentive for overcoming fear, to give feedback, to clarify or challenge a choice, to provide an impulse by challenging someone to attempt individual activities.
- When we seriously consider the singularity and uniqueness of the child and when we realize that no child and no educational situation is like another, it becomes apparent that formulas will not help us. First and foremost, we would not be doing justice to the person of the child.
- This sight includes a clear admission and agreement to subjectivity. The more education wants to be objective, the less it aligns itself according to the person.