Concept of Man, Values and Education in the Logotherapies of Frankl and Böschemeyer. Dissertation.

Department of Teacher Education Kajaani, University of Oulu, FIN-87100 Kajaani

The study deals with the Anthropology of Education. It studies what the human being is as an educatable and growing being. It also studies the consequences that this human being presents for education. The study particularly focuses on the concept of man in Logotherapy, and what it can give to education. The core questions are: What is a human being according to Logotherapy? What are the Logotherapeutical values? What are their consequences to education?

Logotherapy is a trend in Psychotherapy and thinking, developed by a Viennese psychiatrist, Viktor E. Frankl (1905-1997), which concentrates on guiding the human being to finding a meaning for his/her life. "Will to meaning" is a central need for him/her, and thus, the core of the Logotherapeutical motivation theory. Everyone can find his/her own meaning, mainly by turning towards other people, away from oneself. A human being is, above all, responsible for executing the values: creative values, experiential values and attitudinal values. Frankl's incentive in developing his theory was the widely spread frustration among people, feeling of purposelessness, and loss of sensibility in life. This is what Frankl meant when he spoke of existential frustration. It often leads to apathy, nihilism, cynicism, disturbances in behaviour, or psychical ill health. With children and youngsters frustration and loss of a meaning in life are seen in, among other things, indifference, asocial behaviour, excessive use of alcohol, use of drugs, and in a general increase of destructive behaviour. The study examines, what Logotherapy has to offer to Education and teaching in order to overcome this meaninglessness and frustration.

Uwe Böschemeyer (1939-), Frankl’s disciple, has developed his Logotherapy on the basis of the work by Frankl. The purpose of his work is to further develop the personality of a human being, as well as to prevent any somatic or psychic disturbances. His main target group are healthy people. His most important working method is a value-oriented imagination, where the person can face the internal pictures, emotional powers, possibilities, needs and old experiences he/she has in his unconscious, guided by an instructor. Böschemeyer also uses a value-oriented conversation and enneagram. He has developed the methods particularly to suit adult education.

The study material mainly used is the written work by Frankl and Böschemeyer. The scholar has also participated in courses held by Böschemeyer. The study attitude is theoretical-conceptualistic, and the methodology used is mainly hermeneutical. Analysis and comparative attitudes are employed, too.

The study presents the philosophy, concept of man and values of Logotherapy extensively. Also methods which can be used in education to help people are presented. The study argues of 17 differences found in the concepts of man and values of Frankl and Böschemeyer. The concept of man and values are used to derive the starting points of Logotherapeutical education, and 11 norms for education are given. Finally, the philosophical starting points of Logotherapy are examined critically.

Keywords: logotherapy, values, meaning of life, imagination, will to meaning, concept of man, conscience

The study is written in Finnish.