This paper aims to offer conceptual clarification on the use of the concept of human flourishing with regard to children. We will argue that the concept can meaningfully be applied to parts of human lives, specifically one's childhood, and discuss when we can meaningfully speak of a flourishing child. Viewing children's lives in terms of whether they are flourishing may be able to help us understand and articulate in which ways a child's life may go better or worse. This is (...) relevant, firstly, to the overall evaluation of people's lives, and secondly, because a flourishing childhood could be instrumentally necessary for adult flourishing. But, most importantly, childhood is a period of life that is good in itself irrespective of its contribution to adult flourishing, that is, being able to be a child has intrinsic goodness. Children have particular characteristics that can optimally function in childhood. While these contribute to the overall evaluation of a flourishing life, they are not regarded as valuable only because of this contribution. (shrink)

Various authors see human flourishing as the overarching aim to which education should contribute. We ask whether fostering _wonder_ can help education attain this aim. We discuss two possibilities: firstly, it may be that having a sense of wonder as adults (possibly fostered by and/or refined due to education) contributes to flourishing itself. Secondly, it may be that fostering wonder in education increases the likelihood that education promotes flourishing, which it might do simply by increasing children’s intrinsic interest in what (...) they learn. We argue that there are many plausible connections between wonder and human flourishing (relating to its epistemic and aesthetic dimensions, among others), and that we have reason to believe that early experiences can influence adults’ capacity for wonder. Furthermore, wonder increases the likelihood that education ‘succeeds’; and it supports people’s ability to live well by heightening their appreciation for the world, helping to uncover baseless beliefs, and increasing their awareness of possible goods. In sum, while having a sense of wonder may not be a constitutive element of human flourishing, it is hard to imagine education for human flourishing that is not also wonder-full education. (shrink)

This paper analyzes the family business as an organizational entity and as a proprietary form useful to transmit personal values and company assets to the next generations. This paper aims to introduce the legal instruments in Italy to transfer family businesses and to evaluate how these are useful for ensuring not only the survival of the company in the market but also that family values and characteristics pass from one generation to the next maintaining a prosocial humanistic management perspective. The (...) legal status of the family business and the fact that most small- and medium-sized companies in Italy are not listed, which considerably affects disclosure obligations and makes it more challenging to get consistent and reliable information at affordable costs, has to date limited research on this model. In recent years, given their growth in size and market share, the strategic potential of family businesses was recognized by both academics and practitioners, giving rise to further study. A primary goal of a family business is to maintain its competitive advantage in the market and pass down its values in the succession line. Hence, one of the most important themes on which scholars focused has been how this process takes place to ensure continuity. This paper argues that the trust and the family pact are both valid legal instruments to this end, albeit with different advantages depending on the circumstances surrounding the succession. (shrink)