Frankl ppt with sound

Man’s Search for Meaning by Victor Frankl: 

Michelle Eckler Alison Furey Joseph Henry Susan kryczka Daniel simone Clark swafford Pamela troutman Edu 7203 Winter 2012 Man’s Search for Meaning by Victor Frankl

Man’s Search for Meaning: 

Man’s Search for Meaning “He who has a why to live for can bear almost any how.” - Friedrich Nietzsche (as cited in Frankl, 2006, p.104)

Macro-Analysis: 

Macro-Analysis Frankl presents a theory that focuses on the meaning of human existence B ooks about concentration camps during World War II S elf-help books by psychologists and psychiatrists In Man’s S earch for Meaning, both are present Frankl’s life experience surviving the camps gives his message weight and power The search for purpose and meaning of one’s life is primary motivational force

Life in the Concentration Camp: 

Life in the Concentration Camp Frankl defines three phases of human response: Initial Shock Letting go of the ideas and identity associated with life earlier Apathy Self-defense mechanism to make horrific more tolerable Ability to develop inner richness and spiritual freedom Psychology and life after liberation Effect of experience on survivors Phenomenological awareness is key to his survival

Making Meaning out of Senseless Terror: 

Making Meaning out of Senseless Terror Everyone has a choice in how to respond, even in the face of horror One can preserve spiritual freedom and independence of mind Man must find meaning and something to live for in order to both survive and thrive Those who became disillusioned or lost purpose did not survive

Making Meaning: In Frankl’s words…: 

Making Meaning: In Frankl’s words… Personal responsibility “…each man is questioned by life; and he can only answer to life by answering for his own life; to life he can only respond by being responsible” (p.109) Acceptance (not defeat) “…the way in which man accepts his fate…give him ample opportunity to add a deeper meaning to his life” (p.67) Love “…love is the ultimate and the highest goal to which man can aspire” (p.37 ) Power of mind/Resiliency “Had I known then that my wife was dead, I think that I would still have given myself, undisturbed by that knowledge, to the contemplation of her image…” (p. 39)

Frankl’s Therapeutic Stance: 

Frankl’s Therapeutic Stance Logotherapy focuses on the meaning to be fulfilled in one’s future “Man’s search for meaning is the primary motivation in life” (p.99) Well-being based on tension between who one is and who one should become (p. 105) Must have the will to search for meaning Must widen view of own life to identify meaning The ultimate purpose of existence is to find unique meaning in one’s life, even in the face of suffering "Everyone has his own specific vocation or mission in life to carry out a concrete assignment which demands fulfillment."

Application to Ethical Decision Making for Educational Leaders: 

Application to Ethical Decision Making for Educational Leaders Educators need to discuss ethical decision making with students (Jarvis, 1993) For Frankl, successfully finding meaning is essential to life and therefore central to education Contemplation leads to happiness (Aristotle, 2009) To reach Frankl’s “why” requires contemplation and introspection One can find meaning in suffering (Dalai Lama, 1999) For Frankl, experiencing suffering allows for better understanding of life’s purposes

Implications for Educational Leaders: 

Implications for Educational Leaders Frankl’s message is applicable to leaders’ conduct We are responsible for the meaning and choices we make as we face challenges in our jobs Certain situations are unavoidable, sometimes uncomfortable W e need to choose how we deal with it, make meaning of it, and move forward We need to make lemonade from lemons; to find meaning in chaos and failure Never give up and look to the future

Implications for Education: 

Implications for Education Students can get stuck in hopelessness and the belief that things cannot change H elp them understand that it will get better “This too shall pass” Focus “…on the future, that is to say, on the meanings to be fulfilled…in his future. At the same time, [de-focus] all the vicious-circle formations and feedback mechanisms…” (Frankl, p.98). Assist them in finding their own meaning

Implications for Educators: 

Implications for Educators Connect content of what is taught with the underlying purpose of why it is being taught I t is our job to unleash the potential of each student by modeling care and ethical behavior without forcing a definition of what is meaningful W e must also find our own meaning of life with whatever challenges we face

Implications on Decision-Making: 

Implications on Decision-Making Each institution has a unique mission, and therefore, each needs to define what’s most meaningful Student-centered decision-making can facilitate each student’s learning If purpose is central to our mission, then every choice we make in curriculum, behavioral rules, and staffing is informed by this ultimate meaning and its impact on an individual’s future “The meaning of your life is to help others find the meaning of theirs” (p.165)

Final Thoughts: Frankl’s Enduring Ontological Truth: 

Final Thoughts: Frankl’s Enduring O ntological T ruth “…what matters is to make the best of any given situation…an optimism in the face of tragedy and in view of the human potential which at its best always allows for: (1) turning suffering into a human achievement and accomplishment; (2) deriving from guilt the opportunity to change one’s self for the better; and (3) deriving from life’s transitoriness an incentive to take responsible action.” (Frankl, p.137-38)

References: 

References Aristotle. (2009). The Nicomachean Ethics . Oxford: Oxford University Press . Frankl, V. (2006). Man’s Search for Meaning . Boston, MA: Beacon Press. The Dalai Lama (1999). Ethics for The New Millennium . New York, NY: Riverhead Books. Jarvis, F.W. (1993). Beyond ethics. Journal of Education, 175(2), 59-74.