Meaning of life and pedagogy
Impulses of thought by Viktor E. Frankl
The monographic method will be complemented by the thematic biography method (J.K. Helling 1990, p. 16ff.) because it would be difficult to analyse Frankl psychologically without capturing the contexts and connections of key events from his life, especially his experience of concentration camps.
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The search for the meaning of life has accompanied humanity since the beginning of its existence. Questions about the meaning of one’s own existence and the purposefulness of the existence of the world appear in human consciousness with varying intensity.
Everyone asks themselves questions such as: Who am I? What am I living for? What is the meaning of life? These questions especially arise when human existence is affected by an event involving misfortune or suffering, or when a person finds oneself in a difficult or uncertain situation.
This monograph delves deeply into these existential questions, offering profound insights from the perspective of Viktor E. Frankl, the pioneer of logo-theory and logotherapy. Frankl, a psychiatrist, psychotherapist, and philosopher, developed the third Viennese school of psychotherapy, providing a framework for understanding the importance of meaning in human life.
About the author
Jarosław Tomasz Michalski
Jarosław Tomasz Michalski is a pedagogue and full professor at Cardinal Stefan Wyszyński University in Warsaw and the Mazovian Academy in Płock. He serves as the director of the Institute of Pedagogy at UKSW and is the head of the Department of Philosophy and Sociology of Education within the same institute. His scientific interests include the pedagogy of religion, the intersection of religion and education, the connections between pedagogy and upbringing with hermeneutic philosophy, ontological and axiological challenges in pedagogy and resuscitation, contemporary philosophy of education, and personal-existential pedagogy.
Table of content
Chapter 1
VIKTOR E. FRANKL AND HIS THEORY
Viktor E. Frankl – biographical elements
Frankl’s theory in isolation from the views of Sigmund Freud and Alfred Adler.
Chapter 2
THE LOSS AND CRISIS OF MEANING. A PHENOMENOLOGICAL PERSPECTIVE
Existential void
The loss of meaning as a neurotic phenomenon
Possible causes of the crisis of meaning
Phenomenological attitude
Chapter 3
MEANING AS A WAY OUT OF EXISTENTIAL CRISIS
The way out of existential crisis
The concepts of meaning and values
Conscience as an organ of meaning
Chapter 4
THE QUESTION OF MEANING AND THE QUESTIONER
The question of meaning
The possibility of finding the answer
The principle of dialogue and the question of meaning
The person as the subject – the carrier of meaning
Chapter 5
FROM QUESTIONS IN GENERAL TO THE QUESTION OF THE MEANING
Principles of pedagogical thought and practice
The philosophical foundations of pedagogy
The interrelationship of questions of a pedagogical and psychotherapeutic nature
An attempt to bring the positions closer together. A phenomenological perspective
Chapter 6
THE ROLE OF QUESTIONING IN HUMAN EXISTENCE
The relationship between questions and answers
The inductive path of cognition
The pedagogical significance of the question of meaning
The importance of conscience in the search for meaning
The question of duty
Chapter 7
THE QUESTION OF MEANING
The place of existential analysis
The significance of the question of meaning
A question of values
The significance of conscience
Responsibility as an answer
Chapter 8
THE QUESTIONER
The personal self in pedagogy
The concept of a person in existential analysis
Humans in search of themselves
A pedagogical attempt at synthesis
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