HUMANIZING AND RESPONSIBLE EDUCATION IN PARENTAL PRACTICE IN THE LIGHT OF VIKTOR FRANKL'S EXISTENTIAL ANALYSIS

Abstract

This paper proposes a deliberation in the light of the Existential Analysis by the psychiatrist Viktor Emil Frankl, on the educational praxis adopted by parents with their children. The concern of post modern parents in the upbringing of their children and the existential and axiological crisis referred to by Zygmund Bauman in contemporary times, inspired the search for more effective responses from a humanist perspective of education anchored in franklian anthropology. Viktor Frankl understands education as anthropologically based on the "imago hominis" if it is oriented towards to practice human values and find fulfilling meaning. The aim is to rescue the power of the daily and dialogical actions of parents who must assume in their existence a worldview and anthropology, conscious or not, that underlies the mission of educating in the family. Parents are responsible for awakening awareness and mobilizing their children's desire for meaning and taking responsibility for their own existence. Parents and educators find in the way they look, listen, act and speak on a daily basis, when authentic, the educational path to effectively appeal to their children's responsibility. Taking that into account, the parents' gaze, listening, action and speech, presented in this work as humanizing educational resources, support an education that intends for the child to mature into the adult that existence calls them to become.