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Deconstructing Reality: A Discourse Analysis of Existentialist Themes in 'Waking Life’

Zahra Sadat Roozafzai*, Parisa Zaeri**
* ACECR Institute of Higher Education, Isfahan, Iran.
** University of Bauhaus, Weimar, Germany.
Periodicity:July - September'2025

Abstract

This study conducts a thematic and discourse analysis of Richard Linklater's 2001 film, "Waking Life," focusing on portraying existential anxiety in the film's main characters. By examining the film's narrative through the lens of existentialism, the research aims to understand the characters' experiences as they grapple with fundamental questions of purpose, freedom, and responsibility. The study emphasizes the importance of personal agency and the search for meaning in life while acknowledging the inherent challenges of human existence. Employing semiotic, semantic, thematic, and discourse analysis, the research investigates how existentialist concepts such as authenticity, self- awareness, and confronting life's uncertainties are represented and communicated within the film. Through a detailed examination of the film's narrative and character development, the study highlights how the film engages with and contributes to broader conversations about the human condition. By connecting existentialist ideas to contemporary cinema, this research offers valuable insights into how individuals navigate the complexities of existence in pursuit of personal meaning and fulfillment, further emphasizing the relevance and resonance of these philosophical frameworks in modern discourse. The study's findings can be valuable for educators, practitioners, and therapists by offering insights into existential anxiety through contemporary cinema and using these genres and themes in their profession.

Keywords

Existentialism, Discourse Analysis, Self-awareness, Meaning in Life, Authenticity.

How to Cite this Article?

Roozafzai, Z. S., and Zaeri, P. (2025). Deconstructing Reality: A Discourse Analysis of Existentialist Themes in 'Waking Life’. i-manager’s Journal on Educational Psychology, 19(1), 9-27.

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