La cuestión del sentido en Romano Guardini: Esbozo de una filosofía de la educación de la persona

The search for meaning constitutes one of the central questions of the human condition and has acquired particular significance in contemporary societies, where many individuals experience difficulties in providing coherence and direction to their life trajectories. Against this background, the present study examines the extent to which Romano Guardini's thought can provide valid foundations for a pedagogy of meaning capable of understanding human formation beyond approaches focused exclusively on utility or the acquisition of competences. To address this question, a hermeneutic analysis of Guardini's work is undertaken through key categories such as personhood, freedom, interiority, contrast, dialogue, and human development. The analysis shows that his philosophical anthropology conceives education as a process grounded in the recognition of each person's uniqueness, the relational nature of human existence, and the ethical shaping of one's life. From this perspective, education cannot be reduced to adaptation to external demands but should be understood as a process of maturation directed towards the discovery and fulfilment of meaning in one's existence. It is concluded that Guardini's proposal offers significant insights for contemporary philosophy of education by providing an integral understanding of the person and a pedagogical framework capable of overcoming both individualistic interpretations and functionalist conceptions of education, conceiving the educational task as accompanying individuals in the ongoing search for and realisation of meaning in their lives, including within the domain of religious education.