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Chapter 3 39 theories of White, Brighouse, Kristjánsson and De Ruyter, but this alone does not necessarily mean that the theories are ideal theory. 34 Functions of theory on education for flourishing Function and type of theory are interrelated; a theory that is intended to be action-guiding is more likely to be an instance of nonideal theory, for instance. Therefore it is useful to see what function or purpose the advocates of educational theory on flourishing ascribe to their theory. According to White the primary purpose of philosophy of education is clarification, albeit that the discussions in his book are ‘always harnessed to educational ends’. 35 The subtitle of that book is ‘a guide to making children’s lives more fulfilling’, which reveals that besides clarification it aspires to ‘guide’ schools as well. De Ruyter, too, writes in a footnote about the possibility of translating her proposal to policy. 36 In a sense we will explain further on, Brighouse’s orientation is quite practical, offering suggestions as to what the curriculum on a very practical level should look like to better equip children to live flourishing lives. 37 This also suggests a stronger role for his philosophy than inspiration alone, although Brighouse’s text is written in a style too general to count as direct action guiding for any particular school. All in all, we would say that most educational theory on flourishing aims to offer ‘indirect’ guidance, in the sense that it does not offer direct (policy) advice to schools and parents, but it does hope to guide, for example, the development of educational policy, or empirical research that leads to practical implementations, with their clarifications of concepts and justifications of claims and possible practices. As such, it aspires to fulfil more than an inspirational role, but it is not directly ‘action-guiding’ in the sense in which Robeyns conceives of the purpose of nonideal theory. 38 Idealisations in theory on education for flourishing A common denominator in the work of the abovementioned scholars is that they give descriptions of the things human beings need in order to be able to flourish. In his 2011 book Exploring well- being in schools: a guide to making children’s lives more fulfilling, White describes ‘basic needs’ such as housing, basic income and good health which to him are instrumental goods that are necessary assumptions for being able to lead a flourishing life. Likewise, Kristjánsson distinguishes two ‘preconditions’ to flourishing: external necessities and a sense of meaning and purpose. 39 However, 34 See Mills 2005. 35 White 2011, p. 2. 36 De Ruyter 2012. 37 Brighouse 2008, pp. 64-70. 38 Robeyns 2008, p. 346. 39 Kristjánsson 2017, p. 91.