تحلیل نقش تربیتی معناداری زندگی در مقابل پوچی، از منظر نظریه فرانکل و تأثیر کاربست آن در نظام تعلیم و تربیت

The present qualitative and descriptive-analytical research was conducted to investigate the meaningfulness of life and its educational significance given that meaningful education shapes one’s understanding of the meaning of life. This study mainly aimed at developing educational goals through analyzing the concept of meaningful life in Frankl's logotherapy. After explaining and analyzing the meaning of life based on logotherapy, efforts were made to discover educational implications. The data were collected using a library and documentary method.
Introduction
Meaning development refers to giving meaning to life and making it understandable. People usually talk about their need for meaningful relationships or meaningful jobs. The meaning of life can be understood by focusing on the structure and functions of meaning, which comprises basic components of purpose, understanding, responsible action and pleasure or evaluation. Life would be meaningless in the absence of these components. These four main psychological processes for a balanced life include motivational (purpose), cognitive (understanding), social and ethical (responsibility) and affective (pleasure or evaluation) (Wong, 2014). Finding purpose in life was introduced as a reason for understanding meaning, which aligns past and present actions and events with future goals in a specific time frame. In other words, specifying the relationships of where we are now and were in the past with where we are going gives a meaning to our goals. Developing a sense of self-efficacy or self-control constitutes another reason, as meaning causes one to believe in their active role in the world. Legitimization or justification to lay the groundwork for the values and principles of an ethical system constitutes the third reason for comprehending meaning in life. As a cause of self-worth, meaning was also found to solve daily life problems (Bamiester, 2004).
This study ultimately answers the following questions:

What is the relationship between meaningfulness of life and effective education based on logotherapy?
Can Frankl's theory of logotherapy constitute a credible reference for a meaningful life and an effective education system?
What are the main components of human education from based on logotherapy?

 
Methodology
The present qualitative research adopted a descriptive-analytical approach to the philosophical concept of the study. The concept of “meaning of life" was first explained and analyzed based on Frankl's logotherapy and then criticized from the perspective of scholars. Given that this study was not thoroughly philosophical in type, an inferential method was employed to infer educational implications based on logotherapy. Descriptive-analytical, comparative and inferential methods were also respectively used to answer the three research questions. The data were collected using a library documentary method.
After explaining the theoretical foundations of logotherapy, the educational concepts of each school of thought were detailed. The problems were separately analyzed based on the questions posed. In the first question, the relationship between the meaningfulness of life and effective education was analyzed. In the second question, the extent to which meaningfulness helps one achieve a meaningful life and effective education is investigated. In the third question, the main components of an educated individual are analyzed from a logotherapy perspective.
Results
Literally, existence means to stand out from oneself, emerge or get out. Human beings are the only creatures who not only exist, but also their existence is aligned with the knowledge of what and who they are. The core of existential thinking is expressed as “the world has no authenticity without human existence”. In fact, it is we who give life to the real world (Mohammadpour Yazdi, 2006, 35). Frankl's educational teachings do not resemble school education and are not limited to student actions and reactions in educational settings; rather, his educational teachings encompass all dimensions of human’s life and existential identity. Frankl emphasizes responsibility, freedom of choice and promotion of awareness in human, considers search for meaning the fundamental motivation of human life and involves learners in profound concepts such as love, death, sin, suffering, conscience and freedom. His teachings help understand the meaning of life, realize the truth of human existence, move towards true positions in the universe, e.g. through confrontation with human problems and thus avoid existential nihilism. These teachings and attitudes do not emerge in the early-life period or childhood; rather, one gradually becomes aware of their presence as “ego” in the world. This awareness encompasses all biological, psychological and spiritual dimensions of existence. Before this awareness, “ego”, “superego” and their relationship should be comprehended. In fact, existential education begins only after perceiving the existence. In existential education, existence dominates the essence of individuals and their essence is determined by existential education, which encompasses all dimensions of life.
 In general, the results of this research were compared with several studies, whose results we will refer to: the results of Godarzi's research in 1401 indicate that the teaching model based on the meaning of life will lead to a better and easier realization of the ultimate goals of the education system, which aims to understand the meaning of life. Life is clean and purposeful. And the results of Timuri's research in 1401 show that not having a sense of meaning and purpose in life was annoying and the experience of boredom and negative emotions is the cause or effect of not having meaning in life. And in the results of Timuri's research in 1401, he considers not having a sense of meaning and purpose in life to be annoying and the existence of impatience and negative emotions as the cause or effect of not having meaning in life. And in Han's research in 2023, it was concluded that if there is no meaning in the life of a teenager who is at the age of education, it will cause him to lose his determination and will and will lead to mental and physical problems in him. And Sijouska's research in 2021 introduced meaning as a protective factor during adolescence and considers it to be the cause of mental health and greater well-being and the factor of promoting self-awareness and personal growth in people. And Veliza states in 2020 that the lack of meaning in life will create an existential vacuum in a person and his personal life, and this will have a positive effect on his education and will cause a person to be more inclined towards education. And finally, in 2016, Sharma states in his research that trying to find oneself and the meaning of life through personal responsibility, free will and choice is the way to get a good life, and he considers goals for balanced education that including: 1-turning a person into an effective and decision-making person 2-helping the student as a unique and responsible person 3-developing people in a healthy way 4-emphasizing the central position of the teacher 5-and finally developing the program A lesson suitable for the growth and education of people.                                                               
In the end, it should be acknowledged that in all these researches, the factor that is shown to be important and influential is the issue of feeling meaning in life, especially during the important period of adolescence, which is of special importance and people who feel more meaning in their lives. And they have enjoyed a happier and more stable life; they are more self-aware and have more motivation in life.
Discussion and conclusion
In response to the first question, viewing the world as inauthentic without human constitutes the core of existential thinking. In fact, it is we who give life to the real world. Frankl's educational teachings encompass all dimensions of life and existential identity of human, emphasize awareness, responsibility and individual freedom, consider the search for meaning the fundamental motivation of human life and confront learners with profound concepts, including suffering, death, love, freedom, sin and conscience. In response to the second question, the search for meaning constitutes an inherent human problem and individuals need a reason for living, without which they cannot direct their forces. The outcomes of meaningfulness include improved learning, correct comprehension of the reason for learning and application of science, avoiding despair and fear of critics and living a pure and purposeful life. In response to the third question, five components were introduced, i.e. one who goes beyond oneself, has stress, is free, responsible and responsive and can select and change their attitude towards the education of a perfect person. It is thoroughly recommended that the key components and concepts of the meaning of life in textbooks be adapted to the age and intellectual conditions of students.