This book develops a conception of student flourishing as the overarching aim of education. Taking as its basis the Aristotelian concept of eudaimonia, it provides a theoretical study of the foundations of flourishing that goes well beyond Aristotle’s approach.

Flourishing as the Aim of Education argues that the ‘good life’ of the student, to which education should contribute, must involve engagement with self-transcendent ideals and ignite awe-filled enchantment. It allows for social, individual and educational variance within the concept of flourishing, and it engages with a host of socio-political as well as ‘spiritual’ issues that are often overlooked in literature discussing character education. Each chapter closes with food for thought for practitioners who can directly facilitate student flourishing.

An outgrowth of the author’s previous monograph Aristotelian Character Education, this book follows new directions in questioning how to educate young people towards a life of overall flourishing. It will be of great interest to researchers, academics and post-graduate students in the fields of character education, moral education and moral philosophy, as well as to educators and policy-makers.

chapter 1|25 pages

An introduction to the concept of flourishing

Good character and beyond

chapter 2|26 pages

Theories of flourishing in education

From the ideal to the practical

chapter 3|21 pages

The flourishing–happiness concordance thesis

Do these two always go hand in hand?

chapter 4|18 pages

The limitations of even supreme moral virtue

Why we need contemplation and wonder to flourish

chapter 5|23 pages

Flourishing and awe

Towards an extended, ‘enchanted’ Aristotelian theory

chapter 6|21 pages

Flourishing and epiphanies

Going beyond Aristotle and Kohlberg

chapter 7|27 pages

Flourishing and the emulation of exemplarity

Going beyond Aristotle and Zagzebski