Relevant bibliographies by topics / Existentialism

Academic literature on the topic 'Existentialism'

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Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Existentialism"

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MANDRYSHCHUK, Larysa. "KARL JASPERS’ СRITIQUE OF EXISTENTIALISM. PHILOSOPHY OF EXISTENCE AND EXISTENTIALISM." Filosofska dumka (Philosophical Thought) -, no. 4 (December 21, 2023): 125–37. http://dx.doi.org/10.15407/fd2023.04.125.

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In a non-German-speaking environment is Jaspers sometimes mistakenly called as an existentialist. But Jaspers saw himself as a philosopher of existence, and he sharply criticized existentialism. This error arose because of confusion in the translations of the names Existenzphilosophie and Existentialismus from German into other languages. The difference between these terms was actively discussed immediately after Sartre’s lecture on humanism, in which Sartre, as he thought, announced a new direction in philosophy — existentialism (Existentialisme), to which he also included Jaspers as a religious member of this direction. The purpose of paper is to investigate and analyze Jaspers’ criticism of existentialism and his rejection of it. Because long before Sart re’s lecture, Jaspers wrote about the false philosophical method of the investigation of human being as opposed to the true way — the elucidation of existence (Existenzerhellung), and also noted that he created a new word to denote this false method — existentialism (Existentialismus). While Jaspers understood the elucidation of existence as self-reflection and self-experience, which deepen in the experiences of boundary situations (Grenzsituationen), he considers existentialism as the knowledge of human being as a certain object among other objects. Already later — after Sartre’s lecture — Jaspers began to criticize existentialism as a direction that arose under the influence of the philosophy of existence and as its decline. Jaspers connected existentialism mainly with Sartre and outlined the main grounds of his criticism: existentialism is based on bare abstraction and Sartre’s main slogan — existence (of personality) precedes essence — is an evidence of this; existentialism uses a certain poetic vagueness of some statements, and is an attempt to overcome nihilism through nihilism itself; this philosophy denies the existence of any transcendent basis of human and world. For these reasons, Jaspers rejected existentialism, which is fundamentally different from the philosophy of existence.
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John Michael Sasan. "Existentialism and Its Influence on Our Understanding of Knowledge, Truth, Morality, Values, and Religion." European Journal of Learning on History and Social Sciences 1, no. 1 (April 1, 2023): 40–48. http://dx.doi.org/10.61796/ejlhss.v1i1.11.

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Existentialism is a philosophical movement that has had a significant impact on our understanding of knowledge, truth, morality, values, and religion. This research aims to explore the influence of existentialism on these fundamental aspects of human existence. The research methodology involved an extensive review of literature from prominent existentialist philosopher, Friedrich Nietzsche. The findings of this research highlight that existentialism challenges the traditional view of objective truth and knowledge, emphasizing the subjective and personal experience of individuals. Furthermore, existentialism posits that individuals must create their own values and meaning in life, rather than relying on external sources such as religion or society. In terms of morality, existentialism emphasizes the individual's responsibility for their actions, as opposed to being governed by universal ethical principles. The limitations of this research include the focus on Western existentialist philosophy, neglecting other cultural and philosophical traditions. The contribution of this research is that it sheds light on the influence of existentialism on various aspects of human existence and highlights the significance of subjective experience and personal responsibility. The practical implication of this research is that it provides insight into the importance of individualism and personal agency in various domains, such as education, mental health, and politics. The novelty of this research lies in the comprehensive exploration of existentialism's influence on various aspects of human existence, providing a unique perspective on these topics.
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Sasani, Samira, and Seyedeh Sara Foroozani. "A Sartrean Existentialist Look at Bach's Illusions: The Adventures of Reluctant Messiah." International Letters of Social and Humanistic Sciences 63 (November 2015): 136–44. http://dx.doi.org/10.18052/www.scipress.com/ilshs.63.136.

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Primarily introduced through the works of a Danish scholar Søren Kierkegaard in nineteenth century, existentialism is in fact a socio-personal philosophy, which assumes man as radically free, while he is captivated in the inevitable chains of social responsibilities and commitments. Existentialism disregards the established traditional values, and emphasizes an individual’s choice and free will while compelling him to confront his duplicities and to take responsibility of them. For existentialists, being-in-the-world defines experience. Following Sartrean notion of whether you are present here and now or you are off in an illusive state, an existentialist would not ask, Who you are? rather he focuses on Where you are?. Thus existentialism gives priority to existence not essence. This article investigates the significant trends of the twentieth century existentialism with regard to Sartrean notion of the term and applies existentialism and the notion of individualistic and social illusions to Richard Bach’s Illusions: The Adventures of a Reluctant Messiah which questions the authenticity of reality from the view point of the central character.
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Bolkenbaeva, A., and Z. Ertisova. "The existential problem of the person in the story by O.Bokey “Atau-kere”." Pedagogy and Psychology 47, no. 2 (June 30, 2021): 242–48. http://dx.doi.org/10.51889/2021-2.2077-6861.28.

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The scientific article deals with the problem of Existentialism, which has not lost its relevance in modern society. The scientific opinions of many scientists underlying the research were discussed, the psychological characteristics of Existentialism and its basic concepts were analyzed. Revealing the relationship between science and Existentialism, existentialists supplemented the reasoning: "from a scientific point of view, it is impossible to be silent about the existence of man" with an argument, analyzing the actions of the heroes of O. Bokey's story "Atau-Kere". Although the existentialist did not investigate human existence from a scientific point of view, the existentialist in the work scientifically grouped the actions of the characters, demonstrating the psychological sequence of thinking. He noted that the existence of images in one's own world is a complex psychological process. We tried to find ways to solve this problem by analyzing the actions of the heroes. That's the scientific basis of the article. Existentialism considers two types of human life: false and true. The first is the daily life of a person, and the next is his life, detached from social relations and independent of anyone, listening to his inner nature. The author in his article tried to prove that the way to solve this problem lies in spiritual wealth.
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Mulyadi, Mulyadi, Giry Marhento, and Henny Suharyati. "EKSISTENSIALISME SEBAGAI DASAR ANALISIS DALAM MEMAHAMI GURU DAN SISWA PADA PENDIDIKAN DASAR." Jurnal Manajemen Pendidikan 9, no. 1 (April 30, 2024): 52–60. http://dx.doi.org/10.34125/jmp.v9i1.62.

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Existentialism is a philosophy and its methodological roots come from the phenomological method developed by Hussel. Existentialism is closely related to education. This is because the center of existentialism's discussion is human existence, while education is only carried out by humans. The aim of education is to encourage every individual to be able to develop all his potential for self-fulfillment. The implication of the philosophy of existentialism in education is to provide broad and comprehensive experience in all forms of life. The goal of existential education is human freedom. Existentialist teachers must be able to foster a spirit of self-discipline and responsibility in their students. The role of teachers in the existentialist perspective is that teachers are tasked with protecting and maintaining academic freedom. Teachers give students the freedom to choose and provide them with experiences that will help them discover their lives and teachers also act as facilitators for students in developing their own potential. This article uses a qualitative approach by applying the literature study method. Elementary school students only experience the pre-existential period but continue to be formed with character education in the form of guidance services.
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Hossain, Md Amir. "The Impact of Existentialism in Shakespeare’s Hamlet." Journal of English Language and Literature 3, no. 1 (February 28, 2014): 205–12. http://dx.doi.org/10.17722/jell.v3i1.40.

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This article attempts to treat Shakespeare as existentialism’s prolific precursor, as a writer who focuses on existentialist ideas in his own distinctive theatrical and poetic terms long before they were fully developed in the philosophical and literary terms of the 20th century. The plays of Shakespeare and existentialist philosophy are equally fascinated by issues such as authenticity and in-authenticity, freedom of thought, being and nothingness, authenticity, freedom, and self-becoming. In recent years, Shakespearean criticism has shied away from these fundamental existentialist concerns as reflected in his play, Hamlet, preferring to investigate the historical and cultural conditioning of human subjectivity. It aims to provide a sketch of existentialist thought and survey the influence of existentialism on readings of Shakespeare’s Hamlet. It also suggests that Shakespeare and modern existentialist philosophers and thinkers share a deep interest in the creative fusion of fiction and philosophy as the most faithful means of articulating the existentialist immediacy of experience and the philosophical quandaries. My attempt is to offer the critical viewpoints of Shakespearean critics, scholars, and some well-reputed existentialist philosophers and thinkers with a view to signifying existentialist readings of Shakespeare’s Hamlet.
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BONDAR, Oleh. "Between Existentialism and Anti-Existentialism." WISDOM 21, no. 1 (March 28, 2022): 204–16. http://dx.doi.org/10.24234/wisdom.v21i1.605.

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The article is an evaluation of Pollock’s anti-existentialist argument and its place in the contemporary debates about Existentialism. We demonstrate that the main contemporary objections to Pollock’s Anti-Existentialism can be grouped into two argumentative directions: (1) Pollock’s supposed confusion of inner and outer truth (Fine, Speaks); (2) Pollock’s assumption that there is such state of affairs as Socrates’s not existing (Kroon). We also introduce an argument against Pollock`s crucial argumentative step against existentialism.
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Rohmah, Lailatu. "Eksistensialisme dalam Pendidikan." Edugama: Jurnal Kependidikan dan Sosial Keagamaan 5, no. 1 (July 1, 2019): 86–100. http://dx.doi.org/10.32923/edugama.v5i1.960.

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The philosophy of existentialism, is a philosophy with the main thought being "existence precedes the essence" that man exists first, then in life he gives meaning or essence to his life by focusing on individual experiences. Existentialism gives individuals a way of thinking about life, what it means to me, what is true for me. Existentialist epistemology assumes that individuals are responsible for their own knowledge. The main source of knowledge is personal experience. An idealist teacher according to existentialists is a teacher who provides an open dialogue space for students to find their meaning. Students get broad opportunities to learn something that interests them, so they can find their identity. Appropriate learning methods according to existentialists are dialogue, role playing, and other methods that give freedom for students to explore meaning in themselves. Because the main task of education is to stimulate every human being to be aware of the responsibility to create meaning and definition of himself.
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Ayub, Aliya, and Nailah Riaz. "Quest for self in McEwan’s Atonement: An Existentialist study." Global Language Review VIII, no. I (March 30, 2023): 391–400. http://dx.doi.org/10.31703/glr.2023(viii-i).37.

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This study examines existentialism as a useful self-identification strategy. Existentialism emphasizes freedom, choice, and self. The study focuses on McEwen's Atonement's self-desire. The human condition is to define life. We'll demonstrate in this study how existentialism aids in self-definition. If there were no objective trends, this philosophical perspective would be subjective. Examining existentialism's impact on self-identification, the study. Different approaches to self- identification are presented by Human Existentialism and Absurdum. Existentialism requires that every individual define and interpret their own life. According to McEwan, atonement alters one's viewpoint of the world. That's what this study will show. Personal characteristics and human existentialism. We'll look at existentialism's impact on the personal meaning in this study. Deconstruction will be used in this study's pragmatic analysis of existentialism. Instead of examining a logical totality, deconstruction theory examines conflicting meanings. The "Binary opposition" deconstruction lens is one of the most significant ones.
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Priyadharshini, P., S. Mohan, and Ahdi Hassan. "A Feministic Discourse of Existentialism in Namita Gokhale’s Select Works." World Journal of English Language 12, no. 2 (March 16, 2022): 134. http://dx.doi.org/10.5430/wjel.v12n2p134.

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Existentialism argues for people’s way of life and rights. The structure of existentialism shows people’s misery and action to achieve their aim and their obligations. Existentialist feminism talks for women to make them realise their existence. The ideas of existentialist feminism theory are compared with Namita Gokhale’s selected texts Priya: In Incredible Indyaa (2011), The Book of Shadows (1999), and Things to Leave Behind (2016). The concepts of existentialist feminism examined with Namita Gokhale’s women characters of the selected texts to analyse their choice, existence, etc. The selected texts have the ideas of existentialist feminism. Existentialist feminism is explored through the attributions of the life of women characters in Namita Gokhale’s selected texts Priya: In Incredible Indyaa (2011), The Book of Shadows (1999), and Things to Leave Behind (2016). In Namita Gokhale’s selected works, the leading characters are represented existentialism aspects are Priya, Rachita, and Tilottama. For this research, the researchers of chosen current study theorists are Jean-Paul Sartre, Simone de Beauvoir, and Albert Camus. The methodology of this study adopts this theory to analyse the reflection of existentialist feminism in Namita Gokhale’s selected texts. This study compares with the other studies related to existentialism feminism. Future study recommendations are psychoanalysis theory, alienation, feminism, and identity crisis.
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Dissertations / Theses on the topic "Existentialism"

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Keys, Charlotte. "Shakespeare's existentialism." Thesis, Royal Holloway, University of London, 2012. http://repository.royalholloway.ac.uk/items/0e721b8c-8965-dfc5-ec3f-a95a0b56fb0f/8/.

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This thesis undertakes a fundamental reappraisal of Shakespeare's existentialism. The drama of Shakespeare and existentialist philosophy, I contend, are equally fascinated by issues such as inwardness, authenticity, freedom, and self-becoming. In recent years, Shakespearean criticism has shied away from these fundamental existentialist concerns reflected in his drama, preferring to investigate the historical and cultural conditioning of human subjectivity. However, as this thesis argues, a failure to acknowledge and address the existential problems and intensities at the heart of Shakespeare's plays prevents a full appreciation of both the philosophical and the theatrical dimensions of his drama. This thesis treats Shakespeare as existentialism's prolific precursor, as a writer who experimented with existentialist ideas in his own distinctive theatrical and poetic terms long before they were fully developed in the philosophical and literary terms of the twentieth century. The introductory chapter of this thesis provides a preliminary sketch of existentialist thought and surveys the influence of existentialism on readings of Shakespeare. This paves the way for the second chapter, which offers a historical account of the inception of existentialist thought in the early modern period. By identifying existentialist concerns and ideas in the work of writers such as Montaigne, Pico, Raleigh, Bacon, Donne and others, I argue that an embryonic form of existentialism was beginning to emerge in the literary, philosophical and religious discourses of the Renaissance. The third chapter suggests that Shakespeare and modern existentialist thinkers share a deep interest in the creative fusion of fiction and philosophy as the most faithful means of articulating the existentialist immediacy of experience and the philosophical quandaries that existence as a human being entails. The subsequent three chapters explore the existentialist predicaments and problems dramatised in three Shakespearean tragedies. My readings trace the broad trajectory of existentialist thought in these plays, firstly by looking at the ontological and subjective concerns of Hamlet, then by examining Shakespeare's treatment of ethics in Coriolanus, and finally by considering the existential resonance of the politics in King Lear.
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Silvester, Rosalind Karen. "Language and philosophy in Jean-Paul Sartre's Les chemins de la liberte." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325683.

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Tan, Tijen. "Existentialism And Samuel Beckett." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608995/index.pdf.

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This thesis carries out an analysis of the plays by Samuel Beckett, Endgame and Happy Days. It achieves this by exploring how the playwright&rsquo
s characterization, setting and use of language in these plays display his tendency to employ some existentialist concepts such as despair, anxiety and thrownness on the way to authenticity. This study argues that there are some similarities between Beckett&rsquo
s two plays and Existentialism, and some characters in both plays display the existentialist man who is looking for becoming an authentic man. In other words, although there are some differences, these plays show that Samuel Beckett&rsquo
s view of Existentialism is quite similar to the Sartrean view.
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Deramchia, Y. "William Faulkner and existentialism." Thesis, University of Essex, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374716.

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Thompson, Neil. "Existentialism and social work." Thesis, Keele University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293995.

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Furuhashi, Ryutaro. "Deconstruction, existentialism, and art /." Online version of thesis, 1996. http://hdl.handle.net/1850/12262.

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Rooney, Victoria. "Shestov's religious existentialism - a critique." Thesis, University of Oxford, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315018.

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Walker, Kaylin Marie. "The Existentialism Behind Nolan's Batman." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2611.

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Thesis advisor: John Michalczyk
Despite a long affiliation with film dating back to the French New Wave, existentialism has remained a fascination reserved for art film producers and intellectual viewers for decades. In the early twenty-first century, director Christopher Nolan’s Batman trilogy marked the first time existentialism bubbled over from niche art films into the most blatant form of popular culture: the summer blockbuster. This analysis explores Batman Begins and The Dark Knight as up-to-date pictures of modern existentialism, embodied by Bruce Wayne’s journey through fear, chaos and rebirth, mirroring the existentialist advancement through uncertainty to freedom and self-creation
Thesis (BA) — Boston College, 2012
Submitted to: Boston College. College of Arts and Sciences
Discipline: College Honors Program
Discipline: College Honors Program
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Guha, Swapan Kumar. "Intellect and emotion in existentialism." Thesis, University of North Bengal, 1992. http://hdl.handle.net/123456789/45.

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Samuelsson, Erik. "Kristen Existentialism : Är målet att tro?" Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-32238.

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The purpose of this essay is to analyse Søren Kierkegaard’s “Fear and Trembling”, Karl Jaspers “Philosophy of Existence” and Paul Tillichs “Systematic Theology part 2” on their stand on Christian existentialism. The method used in the analysis is Hermeneutic, which is a must, when reading and understanding these three philosophical works. The essay will also have a comparative approach to obtain depth in the conclusions. Another purpose is to link the conclusions of the essay to the school values and the school curriculum. The link will not be strong but a correlation will become visible. The conclusions of this essay will show that the three authors have similarities and differences. The three authors unite in the idea that the purpose of life is faith in the Christian God. But how to reach that faith differs; Kierkegaard writes that an infinite resignation is a must, so that faith in the absurd will bring you everything back. Jaspers writes that science is a mean to create a framework for every individual. The framework will give you a perception of existence but can’t be used to achieve Existenz. Existenz is the goal in the search for the truth of yourself and what being means. Tillich writes that the purpose of life is to return to your being of essence, which means how man was supposed to be before “the fall”. Tillich writes an ontological analysis of being.
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Books on the topic "Existentialism"

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Warnock, Mary. Existentialism. London: Oxford University Press, 1992.

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Anderson, Robert. Existentialism. London: Hodder Education, 2011.

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C, Solomon Robert, ed. Existentialism. 2nd ed. New York: Oxford University Press, 2005.

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Colette, Jacques. L' existentialisme. 2nd ed. Paris: Presses Universitaires de France, 1996.

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Judaken, Jonathan, and Robert Bernasconi, eds. Situating Existentialism. New York Chichester, West Sussex: Columbia University Press, 2012. http://dx.doi.org/10.7312/juda14774.

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Bohlmann, Otto. Conrad's Existentialism. London: Palgrave Macmillan UK, 1991. http://dx.doi.org/10.1057/9780230374003.

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Gualeni, Stefano, and Daniel Vella. Virtual Existentialism. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38478-4.

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Nino, Langiulli, ed. European existentialism. New Brunswick, N.J: Transaction., 1997.

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Paul, Sartre Jean. Literature & existentialism. Secaucus, NJ: Carol Publishing Group, 1994.

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Bohlmann, Otto. Conrad's existentialism. New York: St. Martin's Press, 1991.

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Book chapters on the topic "Existentialism"

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Kockelmans, Joseph J. "Existentialism." In Contributions to Phenomenology, 209–13. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-017-5344-9_48.

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Cusinato, Mario. "Existentialism." In Paradigms in Theory Construction, 317–38. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0914-4_17.

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McGowan, Todd. "Existentialism." In Encyclopedia of Critical Psychology, 645–48. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_103.

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DuBose, Todd. "Existentialism." In Encyclopedia of Psychology and Religion, 852–54. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-24348-7_794.

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Thompson, Neil. "Existentialism." In Handbook of the Sociology of Death, Grief, and Bereavement, 128–40. 1 Edition. | New York : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315453859-12.

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DuBose, Todd. "Existentialism." In Encyclopedia of Psychology and Religion, 639–42. Boston, MA: Springer US, 2014. http://dx.doi.org/10.1007/978-1-4614-6086-2_794.

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Pettis, Jeffrey B., Jo Nash, Benjamin Beit-Hallahmi, Ruth Williams, David A. Leeming, Robert S. Ellwood, Jeffrey B. Pettis, et al. "Existentialism." In Encyclopedia of Psychology and Religion, 308–10. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71802-6_794.

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Friedman, Maurice. "Existentialism." In Encyclopedia of Psychology, Vol. 3., 290–94. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10518-106.

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Dagfal, Alejandro. "Existentialism." In The Palgrave Encyclopedia of the Possible, 1–6. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-98390-5_249-1.

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Ristiniemi, Jari. "Existentialism." In Encyclopedia of Sciences and Religions, 818–25. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-1-4020-8265-8_1601.

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Conference papers on the topic "Existentialism"

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Slamova, Karolina. "EXISTENTIALISM IN LITERATURE." In 6th SWS International Scientific Conference on Arts and Humanities ISCAH 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscah.2019.1/s27.061.

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Karimov, Rakhmat. "EXISTENTIALISM AS A THEORY OF LEARNING." In Proceedings of MMIT’23 International Conference 25 May 2023y. Tashkent International University of Education, 2023. http://dx.doi.org/10.61587/mmit.uz.vi.18.

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The article examines the fundamental principles of existentialism, such as individuality, freedom, subjective experience, responsibility, and authenticity. It also discusses the practical significance of existentialism in education, including personalized approach, development of critical thinking, personal autonomy, search for meaning and values, and emotional intelligence. In conclusion, the article emphasizes the need for a balanced approach, combining existentialism with other educational methods to ensure comprehensive and effective learning
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Blenkinsop, Sean. "Existentialism and Education in the Anthropocene." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1565969.

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Veide, Martins. "Learning Self-Reliance and Responsibility from the Point of View of Existentialism." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.027.

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As a result of the increased amount of information the importance of its independent, critical evaluation is increasing, so that the knowledge learning would not be replaced by the accumulation of information. The responsibility for and the ability to evaluate information independently are relevant as learning outcomes of education for sustainable development. Responsibility and self-reliance as important areas of human life are the focus areas of the existentialist approach; still, this approach is very little used in pedagogy. The results of this research substantiate the topicality of the existentialist approach in modern humanistic pedagogy, in which the emphasis is placed on the personal significance of the learning process. The main aim of the article is to analyse the learning of self-reliance and responsibility from the point of view of existentialism and to evaluate the conditions of its realization in pedagogical practice. The study was done by combining the results of the author’s previous empirical research, observations in pedagogical practice and analysis of the scientific literature. In the minds of Latvian adults, their self-reliance and responsibility are integral components of both the quality of living and the meaning of learning. With age, there is a growing tendency to associate self-reliance not with independent thinking, but with independence and, consequently, existential concerns about the possibility of its realization. An important existential aspect of the learning process is: the distinction between learning to be self-reliant and responsible and learning to find a place in the network and function in pursuit of personal safety and worth. Self-reliance as a relative independence from security, belongingness and recognition and responsibility as an awareness of one's impulses, feelings and attitudes are related to the survival of existential loneliness and overcoming anxiety. Learning self-reliance and responsibility means learning self-reflection, learning to meet oneself, getting to know one's interests and the factors that cause fear, rather than diverting attention to others to information that helps to justify oneself.
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Sakhrokov, V. A. "THE PROBLEM OF EXISTENTIALISM IN MODERN DEVELOPMENT." In XIV International Social Congress. Russian State Social University, 2015. http://dx.doi.org/10.15216/rgsu-xiv-380.

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Jha, Barun Kumar. "Treatment of existentialism & nihilism in Endgame." In 2016 International Conference System Modeling & Advancement in Research Trends (SMART). IEEE, 2016. http://dx.doi.org/10.1109/sysmart.2016.7894535.

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7

Yan, Xiaoli. "On Heidegger's Existentialism of Being-in-the-World." In International Conference on Humanities and Social Science 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/hss-26.2016.60.

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8

Zhang, Shaohua. "On Heidegger's Sense of Understanding in Terms of Existentialism." In International Conference on Humanities and Social Science 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/hss-26.2016.59.

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Latypov, Nizam Olegovich. "Human freedom and border situations in the physical history of existentialism." In International Research-to-practice conference, Chair Nataliya Alekseevna Frolova. TSNS Interaktiv Plus, 2019. http://dx.doi.org/10.21661/r-496855.

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Abstract:
This article discusses the concepts of "freedom" and "borderline situations", their interaction. The views of the leading existentialist philosophers regarding these concepts were also examined in detail.
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10

Zhang, Shaohua. "A Study on the Sense of Understanding in Terms of Existentialism." In International Conference on Humanities and Social Science 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/hss-26.2016.58.

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