“被需"即意义:
基于意义治疗的高职学生“存在空虚”问题及其教育回应
林丹1王晓宁1,2
(1.东北师范大学教育学部，吉林长春130000 2.吉林化工大学大学生心理健康教育中心，吉林古林132000)
[摘要]弗兰克尔将因意义感缺失导致的精神性困扰称为“存在空虚”,其意义治疗理论认为人的根本驱动力是对生命意义的追寻。高职学生的“存在空虚”在精神、情绪、行为三个层面呈现意义感迷失、负面情绪弥漫与现实关系疏离等心理症状，其根源在于意志自由被遮蔽、意义意志萎缩与三种意义来源阻断。对此，意义治疗主张增强意志自由、激发意义意志、实现生命意义。本文引人"被需值教育”理念，提出“被需即意义”的核心命题，建构“存在确认”“价值认同”“意义实现"三条实践路径。三条路径在群教育框架下相互支撑:存在确认是逻辑起点，价值认同是中介环节，意义实现是整合与升华，共同构筑起“被需即意义”的操作范式，以回应高职学生的“存在空虚”问题。
[关键词]意义治疗;高职学生;存在空虚;被需值教育
[基金项目]国家社会科学基金"十四五”规划2022年度教育学一般课题(BEA220043)。
[Abstract] Frankl refers to the spiritual distress caused by the lack of sense of meaning as "existentialvacuum", His logotherapy theory holds that the fundamental driving force of human beings is the pursuit of themeaning of life. The "existential vacuum" of higher vocational college students presents psychological symptomssuch as loss of sense of meaning, pervasive negative emotions and alienation from real relationships at thespiritual, emotional and behavioral levels, Its root causes lie in the concealment of free will, the atrophy of willto meaning, and the blockage of three sources of meaning. In response to this problem, logotherapy advocatesenhancing free will, stimulating will to meaning, and realizing the meaning of life. This paper introduces theconcept of "needed-value education", puts forward the core proposition that "heing needed is meaning", andconstnucts three practical paths: existence confirmation, value identification and meaning realization. These threepaths support each other under the framework of group education: existence confirmation serves as the logicalstarting point, value identification acts as the intermediary link, and meaning realization fiunctions as theintegration and sublimation. Together, they construct the operational paradigm of "being needed is meaning" toaddress the "existential vacuum" problem of higher vocational college students.
[Keywords]Logotherapy; Higher vocational college students; Existential vacuum; Needed-value education
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