The ultimate purpose of modern education has been regarded, since John Dewey, as to guide the pupils to spontaneously adjust to the actual life. And everyone’s experience has been believed to be connected with his growth and development by means of its continuous renewal. Consequently, Pragmatists has regarded experience as life itself and continuous process of experiment. Existentialists, however, take the characteristics of human experience for discontinuity or fragmentariness rather than continuity. Otto F. Bollnow, German Philosopher, might be the representative of those scholars. He maintains that experience can be characterized by its “zei-tentrückte”, resurrection, discontinuity and unexpectedness. He takes crisis and arousal for its typical examples. He emphasizes that teachers should help the students to voluntarily meet the crisis which has drawn near them fatalistically and should stimulate them to arouse (erwecken) in order to discover himself clearly. In fact, it cannot be denied that human experience is the interaction process between individual and his environment and it consecutively exists as long as life exists. But Dewey’s contention that every experience is valuable when it exists continuously must be oversimplified. Beea use children sometimes stop growing and again begins to grow, and sometimes apparently never develops and in time begins to develop at another tempo. Accordingly we cannot but admit that the discontinuity in experience plays very important role in the make up of existential meaning of our life. The experience of crisis has a great influence on our illness, morality, as well as intellectual process. For example, the intellectual understanding of a fact does not take place step by step, but once and for all as a flash at a decisive moment. The moment of invention of the great inventors belongs to the category of discontinuity process, too. We can also find those discontinuity experience in counseling, ordering, advising, appealing and preaching, etc. In conclusion, human experiences make up a life in the interaction of their continuity and discontinuity, and deucators should not only help the pupil's continuous growth and development but also help them nurture the power to spontaneously meet the crisis when they are unexpectedly confronted with it, and also take notice to help them voluntarily experience to arouse and discover themselves.