A Sense of Purpose Is Good For Your Brain
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NationalOnlineVOLUME 9 | ISSUE 37
A SENSE OF PURPOSE IS GOOD FOR YOUR BRAIN
SECONDARY RESOURCES
NOTE TO EDUCATORS g
The following activities are designed to
stimulate a current events discussion.
Generative in nature, these questions can
be a launching point for additional
assignments or research projects.
Teachers are encouraged to adapt these
activities to meet the contextual needs of
their classroom.
Photo of Austrian psychologist Viktor Frankl in 1994. Photo credit to Imagno.
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BACKGROUND INFORMATION
Viktor Frankl was born in 1905 in the Jewish
section of Vienne, the capital of Austria.
(Viktor Frankl Institute)
As a medical student in the 1920s, Frankl
studied neurology and psychologystudying
the human brain and human behaviour. As a
doctor, Frankl was particularly interested in
the theories of psychiatrists Sigmund Freud
and Alfred Adler. Frankl developed his own
theory that combined philosophy and
psychiatry, which he called logotherapy. His
theory was that people suering from mental
health issues could heal by finding meaning
in their lives. (Viktor and I documentary film
biography)
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From 1940 to 1942, Frankl was director of
the Department of Neurology at Rothschild
Hospital in Vienna. (Viktor Frankl Institute)
From 1938 to 1945, Austria was taken over
and controlled by Germany, under Nazi
dictator Adolf Hitler. In all the countries the
Nazis controlled, most if not all of the Jews
(as well as communists, Roma, homosexuals,
and other targeted groups) were sent to
concentration camps where they were
either used as slave labour, or were simply
murdered. At least 11 million people died in
Nazi camps. This is referred to as the
Holocaust. (Yad Vashem World Center for
Holocaust Research)
In 1942, Frankl was arrested and sent to the
concentration camps. From 1942 to 1945, he
would pass through three dierent camps:
Auschwitz, Dachau and Theresienstadt.
Frankl was separated from his wife, Tilly
Frankl, who died in the Bergen-Belsen camp
in 1945. (Viktor Frankl Institute)
In 1946, after the end of World War II and
after he had been freed from the
concentration camps, Frankl wrote a book
entitled Mans Search for Meaning. In the
book, he talked about his experiences in the
camps. He told a story of how, while being
forced to work, he thought about his love for
his wife, and in that love found meaning in
his life. And that meaning helped him
survive. He observed that the prisoners who
felt they had a purpose or meaning in life
were often better able to survive the
starvation and disease in the camps. (Frankl,
Mans Search for Meaning)
By the time of his death in 1997, Frankl had
written 39 books, received honorary degrees
from 29 universities around the world and
lectured at more than 200 universities. He
won more than 20 awards for his work.
In some cases, reading the article with
students may be appropriate, coupled with
reviewing the information sheet to further
explore the concepts and contexts being
discussed. From here, teachers can select
from the questions provided below. The
activity is structured to introduce students
to the issues, then allow them to explore
and apply their learnings. Students are
encouraged to further reflect on the issues.
KEY TERMS
PsychologistSomeone who scientifically
studies how the human mind and human
behaviour works.
NeurologistA doctor who deals with the
biology, health and illnesses of the brain.
HypothesisAn idea or explanation for
how or why something works that has not
yet been proven through scientific
experimentation.
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A N I N I T I AT I V E O F
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THEMES AND COURSE CONNECTIONS
Themes: Education, Health, Socially Conscious Living, Values and
Ethics
Course Connections: English, Social Sciences and the Humanities,
The Arts
DIVE DEEPER
Write the definitions for the terms passion and purpose on board.
PurposeThe aim or goal of a person: what a person is trying to do,
become, etc.
MATERIALS
Front board
Student journals or note paper
Writing utensils
Now, ask students to take five minutes to quietly reflect on their
response to the following:
SPECIFIC EXPECTATIONS AND LEARNING GOALS
Students will:
Develop and express responses to issues and problems
Reassess their responses to issues on the basis of new information
Participate in active group work and class discussions
Communicate eectively in writing, orally or visually
Demonstrate the ability to think critically
Develop, express and defend a position on an issue
MAP IT
Have students locate the dierent locations mentioned in the article
to gain an understanding of the expanse and involvement of this
issue.
Chicago, Illinois, US
Canada
DISCUSS
1. What goal did Mabel set for herself? How did this provide
Mabel with a purpose in life? Based on Mabels experience
do you think its important to interact with other people?
Explain.
2. Dr. Patricia Boyles research, found that elderly people who
had a strong sense of purpose in their lives were more often
driven by social goals than self-centered goals like
accumulating wealth. Have you ever volunteered before? If
so, can you recall how you felt after volunteering? Did you
feel like you achieved something great?
3. Do you feel a greater sense of fulfillment and purpose when
doing something for others more than doing something for
yourself? Explain.
4. The use of social media continues to grow and has become
more influential than ever. In your opinion, can social media
help people find their passion and make a dierence in the
world? If so, how?
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PassionAn intense desire or enthusiasm for something.
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What is your passion and what goals do you want to achieve with that
passion? How might this passion provide you with a sense of purpose
in life?
Explain to students that part of living a happy life is living a life of
self-discovery and purpose. To truly know yourself is to know your
passion and purpose, and then, hopefully, to use said passion and
purpose towards doing good work in the world.
Tell students that they will create an identity tree to begin to uncover
their hidden interests, passions and purpose. Explain to students that
their tree will serve as a visual representation of their inner self.
Provide students with the instructions below and allow them 15 to 20
minutes to work on the identity tree. Advise students to complete this
activity quietly and independently to encourage a space for reflection
and critical thinking.
Identity Tree
a.
Draw a large tree on your sheet of paper with roots, a trunk,
branches and leaves.
b.
The roots represent your foundation. Write down your network
of family, friends, pets and/or heroes who are significant to you
in a positive way.
c.
The trunk represents the strength that helps the tree stand tall.
List your strengths and passions that will help you grow and
flourish.
d.
The leaves represent the achievements of the tree as it reaches
maturity and becomes full grown. Label six bunches of leaves
with your goals and aspirations. Keep in mind these may change
as you grow yourself.
Once students have completed the activity ask students the following
questions:
Have your passions changed from when you were younger?
How might you turn your passion(s) into your cause or purpose in
life?
How might you use your passion(s) to help others and/or make a
dierence in your community?
Collect the identity trees and post them around the classroom to
remind students of their strengths and passions.
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ADDITIONAL RESOURCES
Photo Credit: Imagno on Getty Images.
Definitions from Oxford Dictionary: www.oxforddictionaries.com
A N I N I T I AT I V E O F
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