ABSTRACT
In ‘Educating for the good life’—a pioneering article which deserves rather more attention than it seems to have received-William Frankena (1970) makes a distinction between the moral or morally good life and the happy or otherwise non-morally good life. In virtue theory these two kinds of good life are normally called the ‘virtuous’ life and the ‘flourishing’ life. After a brief and tentative exploration of this important distinction, Frankena argues that we should also distinguish between two kinds or parts of educationnamely, moral education or educating for the virtuous life, and non-moral education or educating for a flourishing life. It is the main aim of his paper to map the dispositions that the latter kind of education should seek to engender.
