Academic literature on the topic 'Noogenic neurosis'

Abstract It is obvious that contemporary man is suffering. His sufferings often seem pointless and causeless. Modern science more and more comes to reveal and acknowledge that human sufferings have a psychosomatic basis. In some of the cases, these sufferings are noogenic neuroses. They do not originate from the psychological dimension but from the noological or spiritual one of human existence. Тhe pointlessness of life is the basic cause for the noogenic neurosis and depression from which the humankind suffers. Hence, the many escapes from such experienced reality into various addictions. Possible way towards healing is to retrieve one’s meaning of life, to strengthen his will to meaning. Religion has always been-and still remains-a powerful and appealing purpose that fulfills the life and being of the believers. This article demonstrates the systematization of the spiritual development of a person presented in a table of the harmony of the ascetic-hesychastic struggle, according which everyone can find his place on the ladder of spiritual development, become aware, and reconciliate the mode of personal struggle according to his spiritual development. The reconciliation of the primary function of the mind with its secondary function-the intellect, is of an essential importance. Contemporary religious psychology do not regard man merely as a biological or a psychological being. The subject matter of research is the human being as a whole, as a spiritual person that is characterized by autonomy, regarding the biological and psychological processes. The importance of understanding the spiritual level of human existence enables holistic approach and experiencing of the human personality as a whole. Furthermore, it offers new perspectives of psychotherapeutic action not only within the range of the classical psychotherapeutic modalities but also within the range of the applied Christian Psychotherapy.

The article reveals military students’ psychological characteristics manifested at overcoming stresses, conflicts, frustrations and crises during vocational training. Young years is the most interesting and difficult period in a person’s life. An individual’s identification in society is formed at this age. An appearing mature personality determines life goals, values, gender orientation. Incomplete identification is characteristic for people with internal conflicts, which worsen interpersonal communications, contribute to frustration, aggravates an experienced crisis and make searches for meanings more intensive. Interconnections between a crisis, a conflict, a meaning and a stress have not yet been investigated in psychology to the full degree. The article studies the qualities that should be developed in youth in order to have high tolerance to stress in overcoming obstacles, crises, stresses and noogenic neuroses (lack of meaning). The article purpose: to study second-year military students’ tolerance to stress when they overcome stresses, frustrations, crises or conflicts. The article objective: to study empirically correlations among young men’ gender identity, their tolerance to stress and the peculiarities of their defence mechanisms, used strategies for conflict overcoming, readiness to overcome frustration and life-meaning crises. The applied methods and techniques: theoretical analysis; systems approach; Psychological Stress Measure (PSM-25) (Lemyre-Tiesser-Fillion); Life Style Index (R. Plutchik, H. Kellerman and H. Conte); L.B.Shneider's method of gender identity studying; K. V. Karpinsky’s questionnaire on life-meaning crises; Thomas-Kilmann Conflict Mode Instrument; Stevan Hobfoll’s questionnaire on coping with stressful situations; Boyko-Vasserman questionnaire on social frustration; correlation analysis. Research results. Military students’ tolerance to stress contributes to their “adaptation” (0.35) to educational and professional conditions. The reasons for “meaningful crisis” (-0.55), “frustration” (-0.5), “conflict avoidance” (-0.37) are unsuccessful strategies used by military students for stress overcoming. “Life-meaning crisis” (0.39) and “frustration” (0.39) encourage military students to “avoid conflicts”, thus “assertiveness” (self-confidence) and (-0.43) “support” (-0 , 29) decrease, students “leave” conflicts (0.60), resort to “manipulations” (0.39). “Rivalry” in a conflict encourages military students to “antisocial actions” (0.34). The “caution” strategy is used by military students who are inclined to “cooperation” (0.33). The “contact” strategy is opposed to the “compromise” strategy (-0.28) in a conflict. Conclusions. The signs of formed identity for military students are self-acceptance, existing life goals, values, and the absence of internal conflicts, and also the developed ability to overcome stresses, conflicts, frustrations, crises. All critical situations are interconnected. A crisis and a frustration are the most similar. To overcome them, military students need to be taught such technique as “support” and to develop “assertiveness” (self-confidence).

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This paper addresses the relationship between God and the cure of meaningless neuroses. From the works of Viktor Frankl, the Viennese psychiatrist and psychologist, this paper describes what are these neuroses, called noogenics, neuroses that have their origin in the dimension of the human existence. The concept of noogenic neurosis goes beyond a psychophysical condition, therefore, to the author, the human being is essentially spiritual. This spiritual core, around which are grouped the psychic and physical, is responsible for the moral conscience, love and art. As the modern man deviates himself away from his religion, he has increased the existential emptiness, because he can not find a reason for his actions, which can lead to a lack of meaning, characteristic of noogenic neurosis. Thus, the man would get ill in his spirituality. For this type of illness, Frankl has created the Logotherapy. A specific type of such spiritual disease is the mass neurosis, which is the highlight of this research. For the author, God, who is the ultimate meaning of human existence, dialogues with the man when he talks to his own moral conscience, which is transcendent. Using the concepts of God and man given by the author, this research addresses the relationship between human being and the transcendence and how it would, through this relationship, and a subsequent meeting with the meaning, the cure of the mentioned neuroses
Este trabalho aborda a relação entre Deus e cura das neuroses da falta de sentido. A partir das obras de Viktor Frankl, psiquiatra e psicólogo vienense, descreve quais seriam essas neuroses, denominadas noogênicas, neuroses que têm sua origem na dimensão da existência humana. O conceito de neurose noogênica vai além de uma patologia psicofísica, pois, para o autor, o homem é essencialmente espiritual. Esse núcleo espiritual, em torno do qual se agrupam o psíquico e o físico, é o responsável pela consciência moral, pelo amor e pela arte. O homem moderno, ao se afastar de sua religiosidade aumentou o vazio existencial, pois não encontra o porquê de suas ações, o que pode gerar uma ausência de sentido, característica da neurose noogênica. Assim, o homem adoeceria em sua espiritualidade. Para esse tipo de adoecimento, Frankl criou a Logoterapia. Um tipo específico de tal doença espiritual é a neurose de massa, que tem um destaque nesta pesquisa. Para o autor, Deus, que é o sentido último da existência humana, dialoga com o homem quando este conversa com sua própria consciência moral, que é transcendente. Utilizando os conceitos de Deus e de homem dados pelo autor, esta pesquisa aborda a relação entre o ser humano e a transcendência e como se daria, através dessa relação, e de um conseqüente encontro de sentido, a cura das neuroses citadas

Syftet med min uppsats har varit att jämföra Arne Næss livsfilosofi med Viktor E. Frankls syn på livet. Jag ville ta reda på vad de grundar sin positiva livsfilosofi på, samt undersöka vilka skillnader det finns i deras sätt att lägga den grunden på. Jag har använt mig av en jämförande metod och utgått ifrån Arne Næss Livsfilosofi och Ekologi, samhälle och livsstil och Viktor E. Frankls Livet måste ha en mening och Viljan till mening. Jag upptäckte att Næss bygger en stor del av sin livsfilosofi på tankar från filosofen Spinoza. Han har även inspirerats av Gandhi och hans metoder att lösa konflikter utan våld. Jag fann att naturen och miljön är viktig för Næss. Han har sedan 1970-talet varit engagerad i miljön och utvecklade en ekosofi. Den bygger på att använda sig av klokhet och visdom i frågor som rör samhället, miljön och människorna. Jag anser att Næss syn på Gud som skaparen som finns i allt har varit en grundläggande tanke hos honom när han utvecklade sin ekosofi.

Syftet med den här C-uppsatsen är att försöka skapa en filosofisk och religionspsykologisk dialog mellan den analytiska psykologin och existensanalysen. Därför ämnar jag:

A, Redogöra för skolorna.

B, Ställa skolorna mot varandra och jämföra dem.

C, Diskutera resultatet.

I diskussionen avser jag svara på följande frågor:

1, Hur gestaltar sig Jungs respektive Frankls syn på människan och Jaget?

2, Vad skiljer och förenar Jungs respektive Frankls syn på kärlek och sexualitet?

3, Hur gestaltar sig Jungs respektive Frankls relation, uppfattning och erfarenhet av det omedvetna?

4, Är det rätt eller fel att använda sig av religion i ett mentalhygieniskt syfte?

5, Vad har de jungianska respektive de existensanalytiska upphovsmännen för inställning till människan och hennes relation till det yttersta varat, Gud?

This thesis deals with the bases of Ethics in comparison with the practice of Ethics in the Slovak and the Czech Republic. The first part describes and discusses the philosophical, pedagogical and psychological bases of teaching subject called Ethics. It presents a chronological overview of ethical theories and their comparison of the base of morality. It deals with the philosophy of education and dialogue as the principles of teaching. It represents Piaget's theory of moral development of the child, states stages of moral reasoning by Kohlberg and characterizes Frankl's logotherapy. The second part analyzes and compares the approaches to Ethics in primary and secondary education in the Slovak Republic and the Czech Republic due to the bases of ethics set out in the first part. It represents the Slovak koncept of Olivar's prosocial education, the activities of Ethical Forum Czech Republic and the programme Philosophy for children.