ABSTRACT
The subject of leisure education has ancient intellectual roots similar to those of leisure itself; and the attention to the subject within the World Leisure establishment dates back to the beginning of that organisation as well. But while the rationale for leisure education has been well developed and its approaches well documented, its purposes have not been critically examined. This chapter examines flow and serious leisure as important objectives for educational interventions in the context of leisure, but it cautions against an overvaluing of these purposes to the exclusion of others. It asserts the need to educate about other leisure qualities, including relaxation, exploration, appreciation, and sociability that are at least as important to subjective wellbeing and to personal and community development. While discrimination of interest and focus of attention are appropriately addressed in leisure education, resisting an excessive narrowing of leisure repertoires and cultivating a relaxed openness to experience are also consistent with long-held leisure ideals.
