Martin Buber : an existentialist approach to education

Abstract

Martin Buber’s educational philosophy is examined and offered as presenting the necessary balance between freedom and authority as required by education in contemporary society. The teaching situation is presented as being a fundamental although special form of Buber’s I-Thou dialogue. His concept of confirmation, like his dialogical philosophy is shown to be at the center of the student teacher relationship. Buber is placed within the context of existentialist thought, and the teaching approach of Dr. Carl Rogers is offered as a practical application of Buber’s philosophy.