Teaching knowledge for a pedagogy of meaning in life

Abstract

Meaning in life, a vital aspect of human existence, has been progressively embedded into the educational sphere, often without adequately addressing the specific knowledge, abilities, and attitudes required for educators teaching it. This study presents the findings of an analysis seeking to identify the pedagogical knowledge required for a pedagogy of meaning in life. We employed a document-based research of the teaching cases analyzed and written by ten teachers participating in a training course centered on the pedagogy of meaning in life. A thematic analysis of these documents revealed eight crucial aspects of teaching knowledge: 1) Recognize the whole individual; 2) Hone in conscience; 3) Teach decision-making; 4) Promote dialogue; 5) Align curriculum content with the student's surroundings; 6) Find meaning in teaching; 7) Be resilient; 8) Pursue personal and professional development. Such findings may lead to the formulation of educational policies and programs that underline the importance of meaning in life for human health, motivation and development.