Ethics and Education 10 (1):118-129 (2015)
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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
Not for Profit: Why Democracy Needs the Humanities.Martha C. Nussbaum - 2010 - Princeton 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.
What Kind of Theory Should Theory on Education for Human Flourishing Be?Lynne S. Wolbert, Doret J. De Ruyter & Anders Schinkel - 2019 - British Journal of Educational Studies 67 (1):25-39.
The Preconditions to Flourishing: Structural Necessities for Achieving Well-Being in Schools.Harshi Gunawardena, Siobhan Merlo & Robert Stevens - 2020 - British Journal of Educational Studies 68 (4):425-442.
The Flourishing Child.Lynne Wolbert, Doret de Ruyter & Anders Schinkel - 2021 - Journal of Philosophy of Education 55 (4-5):698-709.
Family Business in Italy: a Humanistic Transition of Assets and Values from One Generation to the Next.Giorgia Nigri & Riccardo Di Stefano - 2021 - Humanistic Management Journal 6 (1):57-76.
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