Existential Education does not regard human beings as the result of developmental, psychological, biological or environmental influences, but as being, that is able to create, within the boundary) of the possible.

Existential Education wants to mobilize the forces of self-formation within the child and to support him/her in leading a meaningful life. It is necessary to include the child`s will to decide for him/herself. Therefore, Existential Education requires the consistent involvement of the child as a person.

The paradigm of Existential Education differs from other schools of psychotherapy in its "relativity". Human beings are the focal points. There is nothing absolute that would apply in all circumstances. Everything is subject to being questioned and revised. Education, just like life in general, is a "sphinx" (Bollnow). Both can never be completely understood and change constantly. Similar to Längle, who describes the Existential Paradigm as a pure bundle of relationships, Existential Education may be understood as an educational theory of relativity. Everything is relative: There are no eternal truths as regards education, means of education and educational goals, which apply to all children and in all circumstances.