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首页> 外文会议>International Technology, Education and Development Conference >(1216) EXPERIENCING THE MEANING IN LIFE BY TEACHERS AND STUDENTS IN THE FIELD OF EDUCATION
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(1216) EXPERIENCING THE MEANING IN LIFE BY TEACHERS AND STUDENTS IN THE FIELD OF EDUCATION

机译：（1216）在教育领域的教师和学生体验生活中的意义

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The aim of the paper is to point out to the facts that accompany all of us throughout our lives which can significantly influence the quality of our lives. We focus on the basic human motive “to experience a meaningful life”. The extent to which one is successful when looking for a sense of his/her own existence is reflected on his/her overall health, his/her effort to achieve a certain goal and his/her action. We present some findings from our recent research study which attempts to reveal the level of (subjectively) experienced meaningfulness in one’s life. Results were obtained from a sample of Czech elementary school teachers and students of pedagogical studies. One aim of the study was to discover any connections (relationship) between experiencing meaningfulness, the age and sex of the participants. The set included 120 people in total (60 men and 60 women, out of which half were teachers and the other half were students). Our focus on the job of a teacher was motivated by the fact that a teacher’s character, psyche functioning and integrity of a teacher’s personality are extremely important in their influence on the young generation. The level of experiencing meaningfulness in one’s personal life was quantified (assessed) by means of two psychological methods - the Logo Test by E. Lukas and the Existence Scale designed by the authors A. L?ngle, Ch. Orgler and M. Kundi. We assumed that the variables of our interest in this paper, i.e. “age” and “sex/gender” play a significant role in the quality of experiencing an authentic existence. The data obtained and their statistical analysis have shown this assumption to be true for the “age” variable. More specifically, the higher the age of the respondents, the higher (stronger) the quality of meaningfulness experienced. In other words, the teachers from practice showed a significantly stronger meaningfulness of their lives (in its experiencing) when compared to students. This was tested on the 1% level of significance. Hence, it can be concluded that younger people are more likely to be threatened by noogenic neurosis. The significance of the differences between men and women was only “outlined” in the data analysis (suggested as a trend), being significant only with a 10-% level of significance. Hence, this factor can be regarded as insignificant. Experiencing one’s personal life as completely filled with its meaning can be regarded as the core of every human action. It is a fundamental condition for the resilience of a personality and for his/her mental health. Every-day reflection on the reality of life and self-reflection enable the unique experience of active participation in one’s own life, perception of life’s values, possibilities, challenges and experiencing the responsibility for solving every-day situations. The absence of such meaningful experiencing, on the contrary, leads to a feeling of internal emptiness, anxiety, discontentment, spleen or boredom, which leads to resignation and to the passive withdrawal from the circumstances. Alternatively, it can also lead to the development of pragmatism and the de-humanization of life values.
机译：本文的目的是指出整个我们所有生活中伴随着我们所有人的事实，这可能会影响我们生活的质量。我们专注于基本的人类动机“体验有意义的生活”。在寻找他/她自己的存在的情况下，一个人成功的程度被反映在他/她的整体健康，他/她努力实现某个目标和他/她的行动。我们从最近的研究学习中展示了一些发现，该研究试图揭示（主观）在一个人的生命中经历了有意义的程度。结果是从捷克小学教师和教学研究学生的样本获得的。这项研究的一个目的是发现经历有意义，年龄和参与者性别之间的任何联系（关系）。该套装总共包括120人（60名男子和60名女性，其中一半是教师，另一半是学生）。我们对老师的工作的关注受到教师的性格，教师个性的诚信对年轻一代的影响极为重要。通过两种心理方法量化（评估）在一个人的个人生活中进行有意义的程度 - 通过Zukas的徽标测试和作者A. L？眨眼，CH。 Orgler和M. Kundi。我们认为，我们对本文的兴趣的变量，即“年龄”和“性/性别”在体验真实存在的质量方面发挥着重要作用。获得的数据及其统计分析已经显示了“年龄”变量的真实假设。更具体地说，受访者的年龄越高，越高（更强）有意义的质量。换句话说，与学生相比，练习的教师显着强烈地强烈地有意义（在它的体验中）。这是对1％的重要性程度测试。因此，可以得出结论，年轻人更有可能受到上生神经症的威胁。男女差异的重要性只在数据分析中“概述”（建议为趋势），仅具有10％的意义程度。因此，这个因素可以被视为微不足道。体验一个人的个人生活，完全充满了它的意思，可以被视为每个人类行动的核心。这是一个人格和他/她的心理健康的弹性的基本条件。对生命和自我反思现实的每一天思考使得积极参与自己的生命，生活价值观，可能性，挑战的感知以及体验解决每一天的情况的责任的独特体验。相反，没有如此有意义的体验，导致内部空虚，焦虑，不满，脾脏或无聊的感觉，这导致辞职并从这种情况下撤离。或者，它也可以导致务实的发展和生命价值的脱凡化。

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