Recent Work on Flourishing as the Aim of Education: A Critical Review

Abstract

Where a licence is displayed above, please note the terms and conditions of the licence govern your use of this document. When citing, please reference the published version. Take down policy While the University of Birmingham exercises care and attention in making items available there are rare occasions when an item has been uploaded in error or has been deemed to be commercially or otherwise sensitive.

High Wisdom Intelligence - Discussing Education of High Wisdom Intelligence

“…How could he/she live in the realm of peace and happiness? As far as I am concerned, the key of all types of learning activities has nothing to do with learning something; rather it is the issue of why we learn, how to learn and how to apply knowledge (Kristjánsson, 2016). In other words, how is it to understand and experience the truth of knowledge production and let high wisdom intelligence genuinely lead the practice.…”

Educación del carácter en España: causas y evidencias de un débil desarrollo

“…En referencia a la suposición existencialista de que la moral pueda implicar un atentado contra la libre elección del individuo, la educación del carácter de base aristotélica responde que la plenitud humana a la que se encamina esta acción educativa no puede evaluarse simplemente con criterios subjetivos, pues son hedonistas y no diferencian entre placeres (Kristjánsson, 2017b), lo que nos lleva irremediablemente a la conclusión platónica de que el más feliz de los individuos es el que tiene sarna, pues al rascarse se alivia constantemente, y a otra más actual, que aceptaría que el bienestar producido por las drogas es un bienestar verdadero. Además, visiones como la del life-safi sfaction account evidencian otro posible error de asumir únicamente criterios subjetivos en la moralidad, pues bastaría con cumplir las aspiraciones vitales, incluso cuando estas fueran muy escasas, para aceptar la plenitud humana.…”

The flourishing–happiness concordance thesis: Some troubling counterexamples

“…This idea is part of Aristotle's 4-level account of flourishing, ranging from misery, to lack of flourishing, to flourishing -and finally up to blessedness (qua flourishing with bonus external goods). See further in Kristjánsson (2017). it can mean 'having remained uninterrupted for an extended period of time'.…”

“…Thus, in Aristotle's theory, a fairly clear distinction is made between the preconditions of eudaimonia (including many of the factors that Oswald and Wu identify) and the constituents of eudaimonia. The latter include, most prominently, the exercise of moral/civic and intellectual virtues, guided by the integrative meta-virtue of phronesis or practical wisdom (Kristjánsson, 2017). Although the distinction between preconditions and constituents of flourishing can be tenuous and difficult to sustain -either in Aristotelian theory or in practice -some attempt must be made to measure the constituents if the aim is to provide empirical ballast for a flourishing-happiness harmony thesis.…”