ABSTRACT
This concluding chapter urges policymakers to give thought to how teachers can create time and space in their lessons to embrace an existential dimension of learning. Suggesting that educational targets have benefit only for some, it is essential to place the learner back in the centre of learning.
The chapter also provides suggestions for class teachers and school leaders, suggesting that adopting an existential perspective will not require more work, but a ‘ten-degree shift’ in thinking. More philosophical suggestions are offered for teacher educators to consider. Overall, this chapter provides the opportunity for a range of practitioners and policy makers to consider the propositions made in this book. It is acknowledged that further and more robust empirical research is required in order to evidence the benefits of this approach However, it is summarised in closing that rather than proposing a new paradigm of education, considering a new perspective might be a starting point for change.
