Rediscovering Meaning: The Life Worth Living Project
Rediscovering Meaning: The Life Worth Living Project
In an era characterized by rapid changes and growing challenges, educators and school leaders often find themselves at the forefront of shaping the future. However, the demands of their roles can also overshadow the fundamental question: What makes life truly worth living?
This question lies at the heart of the Life Worth Living: Caring for our Educators and Principals (LIFE) project, an Erasmus+ initiative inspired by the transformative work at Yale University. The LIFE project sought to increase the well-being of educators and principals across Europe by inviting them to explore what gives their lives meaning, both personally and professionally.
The Origins of a Transformative Journey
The Life Worth Living approach was born at Yale University in 2014 as a bold vision to reshape higher education. At its core, it engages participants with fundamental questions such as:
- What is worth wanting?
- How does the good life feel?
- How should I respond to failure?
- What role does suffering play in a good life?
The LIFE project expanded these conversations beyond university walls, inviting educators and school leaders to explore these themes in the context of their own lives and work. Through this lens, participants not only examined their personal narratives but also drew inspiration from thinkers and texts across history and cultures.
LIFE: A Community of Reflection and Growth
Launched in 2022, the LIFE project brought together educators and principals from Iceland, Belgium, Bulgaria, Greece, and Italy for a nine-month journey of self-discovery and professional enrichment. It began with intensive facilitator training, equipping teams from each country to design and implement the LIFE course.
The project’s structure reflected the guiding principles of the Life Worth Living approach:
- Pursuit of Existential Meaning: Participants delved into life’s most profound questions.
- Commitment to Truth-Seeking Pluralism: The diverse cohort celebrated varied cultural and personal perspectives.
- Participation in a Community of Practice: Through shared reflection, rituals, and discussions, participants fostered deep connections.
- First-Person Engagement: The journey was deeply personal, rooted in self-reflection and collective dialogue.
The course combined in-person retreats, online participatory workshops, and asynchronous reflection. Rituals played a vital role in nurturing a strong sense of community, enabling participants to pause, reflect, and share their evolving understandings.
Facilitating Meaningful Conversations
The LIFE journey would not have been possible without the dedication and expertise of 16 facilitators, representing five European countries. Their role went beyond delivering content; they fostered spaces where participants could engage deeply with themselves, their peers, and the material. These facilitators designed unique course experiences, selecting texts, crafting methods, and drawing on their own cultural contexts to enrich the program.
Transformative Impact
At its core, the LIFE project empowered educators and principals to reflect on their responsibilities, aspirations, and challenges. Through collective self-reflection, participants identified what truly matters in their lives, exploring questions like:
- To whom am I responsible?
- What should I hope for?
- What is worthy of my time?
This journey of introspection translated into profound professional transformation. As educators clarified their values and purpose, they became better equipped to nurture meaningful, supportive learning environments for their students and colleagues.
Join the movement
If you’re curious about the Life Worth Living methodology or want to connect with facilitators and educators in your country, check out LWL Partners.
Project Number: 2022-1-IS01-KA220-SCH-000088285. Co-funded by the European Union.
Disclaimer: The views and opinions expressed in the current article are those of the author(s) and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
