Flourishing as the aim of education: towards an extended, ‘enchanted’ Aristotelian account

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Flourishing as the aim of education : towards an extended, ‘enchanted’ Aristotelian account. / Kristjánsson, Kristján.

In: Oxford Review of Education, Vol. 42, No. 6, 01.12.2016, p. 707-720.

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@article{a7b002fa78bd412ca549d71b844e363b,
title = "Flourishing as the aim of education: towards an extended, {\textquoteleft}enchanted{\textquoteright} Aristotelian account",
abstract = "Flourishing, understood along Aristotelian or quasi-Aristotelian lines as objective eudaimonic well-being, is re-emerging as a paradigm for the ideal aim of education in the 21st century. This paper aims to venture beyond the current accounts and Aristotle{\textquoteright}s own, by arguing that both suffer from a kind of {\textquoteleft}flatness{\textquoteright} or {\textquoteleft}disenchantedness{\textquoteright} in failing to pay heed to the satisfaction of certain impulses that have been proven to give fullness to our lives: impulses having to do with awe-inspiring emotional attachments to transpersonal ideals. I thus argue that while Aristotelian flourishing is a necessary place to begin, it is not a sufficient one to conclude, a study of human flourishing, either generally or in classroom contexts; it needs to be extended and {\textquoteleft}enchanted{\textquoteright} in order to do so. That venture does not necessitate an embrace of supernaturalism, however.",
keywords = "flourishing, Aristotle, education, enchantment, supernaturalism",
author = "Kristj{\'a}n Kristj{\'a}nsson",
year = "2016",
month = dec,
day = "1",
doi = "10.1080/03054985.2016.1226791",
language = "English",
volume = "42",
pages = "707--720",
journal = "Oxford Review of Education",
issn = "0305-4985",
publisher = "Taylor & Francis",
number = "6",

}

RIS

TY - JOUR

T1 - Flourishing as the aim of education

T2 - towards an extended, ‘enchanted’ Aristotelian account

AU - Kristjánsson, Kristján

PY - 2016/12/1

Y1 - 2016/12/1

N2 - Flourishing, understood along Aristotelian or quasi-Aristotelian lines as objective eudaimonic well-being, is re-emerging as a paradigm for the ideal aim of education in the 21st century. This paper aims to venture beyond the current accounts and Aristotle’s own, by arguing that both suffer from a kind of ‘flatness’ or ‘disenchantedness’ in failing to pay heed to the satisfaction of certain impulses that have been proven to give fullness to our lives: impulses having to do with awe-inspiring emotional attachments to transpersonal ideals. I thus argue that while Aristotelian flourishing is a necessary place to begin, it is not a sufficient one to conclude, a study of human flourishing, either generally or in classroom contexts; it needs to be extended and ‘enchanted’ in order to do so. That venture does not necessitate an embrace of supernaturalism, however.

AB - Flourishing, understood along Aristotelian or quasi-Aristotelian lines as objective eudaimonic well-being, is re-emerging as a paradigm for the ideal aim of education in the 21st century. This paper aims to venture beyond the current accounts and Aristotle’s own, by arguing that both suffer from a kind of ‘flatness’ or ‘disenchantedness’ in failing to pay heed to the satisfaction of certain impulses that have been proven to give fullness to our lives: impulses having to do with awe-inspiring emotional attachments to transpersonal ideals. I thus argue that while Aristotelian flourishing is a necessary place to begin, it is not a sufficient one to conclude, a study of human flourishing, either generally or in classroom contexts; it needs to be extended and ‘enchanted’ in order to do so. That venture does not necessitate an embrace of supernaturalism, however.

KW - flourishing

KW - Aristotle

KW - education

KW - enchantment

KW - supernaturalism

U2 - 10.1080/03054985.2016.1226791

DO - 10.1080/03054985.2016.1226791

M3 - Article

VL - 42

SP - 707

EP - 720

JO - Oxford Review of Education

JF - Oxford Review of Education

SN - 0305-4985

IS - 6

ER -