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Chapter 3 38 We can distinguish between theorising about education for flourishing, i.e. what teachers and parents should do (to give children the best chance of a flourishing life), and theorising about flourishing as an aim of education. It is plausible that these are related in the sense that if the theory on the aim of education is ideal theory, the theory on education is likely to be ideal theory as well. This is not necessarily the case, but we have assumed it to be related in this way for the abovementioned theories. In line with these theories, we will focus on theory on education for flourishing, unless specified otherwise. The ideal of human flourishing Human flourishing is presented in educational theory as an ideal aim, although this is not made explicit in all texts of the abovementioned scholars. We can speak of an ideal situation, or of an ideal quality when it refers to an excellent or perfect situation or quality, which is highly valued, and which people aspire to achieve. 27 Of the abovementioned scholars only De Ruyter writes explicitly that she defends an ideal, and that she is describing an idealised education. 28 Kristjánsson also uses the word ideal, although he does not explain what he means by it. He also speaks of an ‘overarching aim’ or ‘central purpose’, which is similar to the wording of White and Brighouse. White writes about well-being as a ‘rationale’, and a ‘vision of education’ that is behind educational aims. 29 A distinction can be made between realisable and unrealisable ideals, 30 or common ideals and ultimate ideals. 31 Common ideals refer to excellence, whereas ultimate ideals are perfections. Human flourishing can be interpreted on a continuum of realisability; from a common ideal, which implies that children are to be equipped to become the ‘best a person can imagine achieving in his or her lifetime’ and which is thus an achievable ideal for average human beings, to the ultimate ideal of perfect flourishing, which implies that it might be worth striving for, but for average human beings will never be (fully) achievable. 32 In the second sense it functions as a regulative ideal; it ‘set[s] a direction for a practice and prevent[s] us from settling for surrogates’. 33 We found it often unclear whether the theories presented by the prominent advocates for human flourishing describe an ultimate or a common ideal – or, where on the spectrum of realisability the ideal was supposed to lie. It is clear however that the ideal of flourishing has an important role in the educational 27 See De Ruyter 2007, p. 24. 28 E.g. De Ruyter 2012. 29 White 2007, p. 40. 30 Rescher 1987. 31 De Ruyter 2007, p. 25. 32 Idem. 33 Emmet 1994, p. 2.