The discussion about youth leadership has gained increasing prominence in contemporary pedagogical proposals, especially with the recent innovations in high school education in Brazil. Traditionally associated with student councils, this concept dates back to the early 20th century, when the first student council was founded in Brazil in 1902, aiming to promote sports, culture, and leisure among students. However, it was only in 1985, with the enactment of the Free Council Law, that the legal framework guaranteeing the creation of autonomous student representation entities in all schools across the country was established.

The New High School, implemented in recent years, brought a new perspective on youth leadership. Going beyond student participation in democratic processes within the school, the current model places the youth at the center of their own learning. Through Life Projects and Formative Itineraries, students have the opportunity to choose the areas of knowledge they wish to delve into, granting them greater autonomy in shaping their educational trajectory. This change is significant as it redefines the role of the student, from being a passive recipient of content to an active subject and protagonist of his/her education.

However, we must ask the question: is the mere act of choosing a formative itinerary enough for the student to become a true protagonist in his/her learning? Or does true leadership require a deeper process that involves not only choosing but also an understanding of the meaning behind these choices? To illuminate this question, we might draw on the philosophical insights of Viktor Frankl, founder of logotherapy, who offers an enriching perspective on education and the meaning of life.

Frankl argues that education should not be limited to the mere transmission of content but should be an integral process of consciousness formation, helping individuals find meaning in their lives. In his work Man's Search for Meaning, Frankl states:

"We live in an era dominated by a diffuse sense that life lacks meaning. It is therefore incumbent upon education not to merely transmit knowledge but to contribute to the enhancement of consciousness, enabling individuals to develop a sensitivity sufficiently refined to grasp the inherent demands of each situation." (FRANKL, 2019, p. 31)

For Frankl, the true role of education is to help students develop a heightened sensitivity to perceive the demands of life and the hidden meaning in everyday situations. This means that education must go beyond merely teaching technical and academic skills; it must encourage young people to reflect on their choices, understanding the purpose and impact of these decisions on their lives and the world.

This perspective is reinforced by another statement by Frankl, where he emphasizes the importance of cultivating a consciousness capable of finding profound meaning in life's situations, regardless of external circumstances:

"In the age of existential vacuum, education must not be limited to transmitting knowledge nor satisfied with passing on traditions. It must refine the human capacity to find those unique meanings unaffected by the decline of universal values. This human capacity to discover the hidden meaning behind each unique situation is what we call consciousness."

Thus, by offering students the opportunity to choose their formative itineraries, the New High School not only provides young people with the freedom to make choices but also invites them to engage in a deeper process of self-knowledge and search for meaning. For their choice to be truly transformative, education must act as a guide, helping students find the purpose behind their decisions.

In this context, an insight by Rabbi Lord Jonathan Sacks, eminently relevant to contemporary education, gains strength. In his works, Sacks discusses the importance of understanding the value of each individual in society, a perspective that helps us rethink the concept of leadership. He offers a powerful interpretation of a verse that speaks about a census of the Israelites. According to Sacks, this verse is not intended to measure the nation's military strength or economic power, as in other contexts, but to remind the Jewish people that their value lies not in their number but in the quality of each individual's contribution to the world:

"When you take the census of the Israelites to determine their number, each one must give the Lord a ransom for his life at the time he is counted, so that no plague may come upon them when they are numbered." (Exodus 30:12)

Sacks explains that, unlike other cultures that measure a nation's value by its size, Jewish tradition teaches us that the true measure of human value lies in the quality of our contribution to the world. He emphasizes that instead of "counting" individuals as mere numbers, we must evaluate the impact and meaning each one brings to society. For Sacks, true leadership is not about the number of choices made but rather the depth and meaning of those choices.

This reflection brings us back to this crucial aspect of the formation of young leaders: education must not only provide the freedom to choose but also help students find the purpose behind their choices. True leadership manifests itself when students realize that their decisions have a profound and meaningful impact not only on their own lives but also on the collective. As Sacks suggests, education must help students understand that even in a world of uncertainties, they have a unique and irreplaceable role to play.

In granting students the freedom to choose their educational paths, we are only initiating the process of leadership. The next step is to guide them to understand the meaning and impact of their choices so that they can become agents of transformation in their own lives and the societies they live in. Thus, education ceases to be a mere transfer of technical knowledge and becomes a true journey of discovering the meaning of life and building a future with purpose.
 

Larissa, from Rio de Janeiro – Brazil, is a student of the MA in Jewish Education at the Melton Center.