The term of meaning in the 21st century still has a high value even though a human being sometimes seems to be like a slave of his everyday routine from which he cannot run away. Viktor Frankl, a significant psychiatrist and the founder of logotherapy, has proved on his own skin that life always has meaning. In this final thesis there is shown a critical overview of formal researches which are analysed and discussed. Thesis also presents the life of Viktor E. Frankl, logotherapy as psychoanalysis based on the concept of meaning (logos) and implementation of logotherapy in schools. At the same time we can talk about the logopedagogy which is a pretty new branch of logotherapy and wants to connect logotherapy and pedagogy in a meaningful unit led by Frankl’s ideas. After the introduction there is a gradual overview of the topic; firstly there is a description of the origins of logotherapy as psychotherapy and then a description of the image of a human as a being with biological, and more important, spiritual dimension. Moreover, there is presented an explanation of Frankl’s academic progress and strong influence of the Nazi concentration camp on his life. The aim of this thesis is to show the importance of logotheraphy and existential analysis for the benefit of every individual in certain need, but also for the benefit of every student belonging to some school systems. Logopedagogy offers students a number of possibilities on their way of growing up, but with the competent and professional teacher’s guidance. Moreover, in this thesis there is presented the work of Elisabeth Lucas, famous psychiatrist, logotherapist and Frankl’s student. Logotherapy is presented as a method of healing different psychiatric problems on specific examples of Elisabeth's patients. Frankl’s psychotherapy is often called the “Third Viennese School of Psychotherapy” so in this thesis there is also presented the connection among the teaching of Frankl, Freud and Adler. Moreover, there is a comparison between Maslow’s hierarchy of needs and certain Frankl’s ideas. As an example of the logotherapy appliance in a school lesson there is presented a young adult novel written by Judy Blume which deals with the challenge of finding meaning in early juvenility.