15315-wolbert

Chapter 1 9 1.3 C ENTRAL Q UESTION The aim of this dissertation is to critically investigate contemporary educational theories that propose human flourishing as an ideal, overarching aim of education. These theories defend that education should be seen (also) as a means to contribute to a child’s (chances of a) flourishing life and that education should equip children to have the best chance of a flourishing life. I make a distinction between theories that defend flourishing as an aim of education, and theories on education for flourishing, that is theories which discuss how education could or should contribute to children’s (chances of a) flourishing life. The first type is more concerned with what exactly flourishing is or ought to be, and why it is worthwhile as an aim of education. The second type of theory is rather concerned with theorising education; how should parents and teachers equip children to be able to lead flourishing lives? The central question of this dissertation is: how should we think about human flourishing as an aim of education? I ask if human flourishing should be seen as an ideal, overarching aim of education, and if so, in what way it should be theorised and what it implies for education, particularly for parents. The first part of answering the central question is a reflection on how we can think about flourishing and what flourishing as an aim of education means. Addressing these issues is necessary to be able to discuss and evaluate ways of thinking about human flourishing as an ideal aim of education. Chapter 2 provides a conceptual clarification of the concept of human flourishing. It is therefore mainly focused on theory on flourishing as an aim of education (as opposed to theory on education for flourishing). Second, to evaluate the interpretations of education for human flourishing implies the use of a certain principle or standard to evaluate them with. As noted, an important underlying consideration throughout this dissertation is the acknowledgment that (aiming for) human flourishing is fragile. Whereas fragility is not necessarily included in educational theory, it is characteristic of ‘real’ educational practices, such as schools and homes. Therefore I will evaluate current educational theories on human flourishing in light of their bearing on ‘real’ educational practices, which are always complex, fragile, and risky. I suggest that educational theory can only be worthwhile if it has value for the educational practices which it theorises about. The proponents of education for flourishing that were analysed in this dissertation underline this by explicitly stating