Ethics and Education 10 (1):118-129 (2015)

Authors
Anders Schinkel
VU University Amsterdam
Abstract
Human flourishing is the topic of an increasing number of books and articles in educational philosophy. Flourishing should be regarded as an ideal aim of education. If this is defended, the first step should be to elucidate what is meant by flourishing, and what exactly the concept entails. Listing formal criteria can facilitate reflection on the ideal of flourishing as an aim of education. We took Aristotelian eudaimonia as a prototype to construct two criteria for the concept of human flourishing: human flourishing is regarded as intrinsically worthwhile and flourishing means ‘actualisation of human potential’. The second criterion has three sub-criteria: flourishing is about a whole life, it is a ‘dynamic state’ and flourishing presupposes there being objective goods
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DOI 10.1080/17449642.2014.998032
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References found in this work BETA

Critique of Practical Reason.Immanuel Kant - 1788 - Hackett Publishing Company.
Modern Moral Philosophy.G. E. M. Anscombe - 1958 - Philosophy 33 (124):1 - 19.
The Morality of Happiness.Julia Annas - 1993 - Oxford University Press.
IX.—Essentially Contested Concepts.W. B. Gallie - 1956 - Proceedings of the Aristotelian Society 56 (1):167-198.

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Citations of this work BETA

Recent Work on Flourishing as the Aim of Education: A Critical Review.Kristján Kristjánsson - 2017 - British Journal of Educational Studies 65 (1):87-107.
The Flourishing Child.Lynne Wolbert, Doret de Ruyter & Anders Schinkel - 2021 - Journal of Philosophy of Education 55 (4-5):698-709.

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On Being Human.Robin Attfield - 1974 - Inquiry: An Interdisciplinary Journal of Philosophy 17 (1-4):175 – 192.

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