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Abstract
Contemporary education is facing a silent crisis related to students’ difficulty in experiencing their own existence as valuable in and of itself. This theoretical research examines the concept of the meaning of life from a phenomenological-educational perspective. Through a hermeneutic-critical methodology, a dialogue is established between life affordances, Heideggerian fundamental ontology, existential feelings, and a critique of the therapeutic subject. The central thesis argues that meaning is not an object to be discovered, but rather a quality that emerges from the subject’s attitudinal modulation. Rationalist theses are discussed from the perspective of lived experience, arguing that existential competence lies in the student’s ability to adjust their openness to the demands of the environment. Consequently, a pedagogy of resonance is proposed, in which the teacher enhances perception so that students can reconfigure their horizons of possibility in the face of adversity.
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