PENDEKATAN FILSAFAT PENDIDIKAN KONTEMPORER DALAM MENYIKAPI FENOMENA BUNUH DIRI DI NUSA TENGGARA TIMUR
Keywords:
Eksistensialisme, Bunuh Diri, Krisis Eksistensial, Pendidikan KontemporerAbstract
The increasing suicide rate in East Nusa Tenggara (NTT) in 2024–2025 indicates a complex existential crisis, characterized by a loss of meaning in life, social pressure, and weak psychological resilience, especially among the productive young generation. Cases that went viral on digital media emphasize that this problem is not solely individual, but also reflects the failure of the education system, family, and community to guide individuals in dealing with life's pressures reflectively. Through the perspective of contemporary existentialist educational philosophy, suicide is understood as the culmination of a crisis of meaning in life, existential anxiety, and fear of nonexistence. Education is not merely a transfer of knowledge, but rather an existential-transformational praxis that equips individuals to understand existence, manage freedom, and formulate an authentic meaning of life. This approach emphasizes critical dialogue, spiritual guidance, the formation of caring communities, and character building as preventative measures against existential crises. Conceptual findings suggest that holistic and humanistic educational interventions can build existential awareness, psychological resilience, and meaningful hope. Thus, contemporary educational philosophy provides a theoretical framework for designing education that is transformative, relevant, and capable of helping individuals find authentic and responsible meaning in life in the context of NTT society
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