Wellbeing and Education: Issues of Culture and Authority

Autor/in	White, John
Titel	Wellbeing and Education: Issues of Culture and Authority
Quelle	In: Journal of Philosophy of Education, 41 (2007) 1, S.17-28 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/j.1467-9752.2007.00540.x
Schlagwörter	Stellungnahme; Art Criticism; Aesthetics; Citizenship; Educational Philosophy; Well Being + Suchen Sie Ihr Suchwort? Kunstkritik; Ästhetik; Staatsbürgerschaft; Bildungsphilosophie; Erziehungsphilosophie; Well-being; Wellness; Wohlbefinden
Abstract	The idea that education should equip people to lead flourishing lives and help others to do so is now becoming salient in policy-making circles. Philosophy of education can help here by clarifying what flourishing consists in. This essay examines one aspect of this. It rejects the view that wellbeing goods are derivable from human nature, as in the theories of Howard Gardner and Edmond Holmes. It locates them, rather, as cultural products, but not culturally-relative ones, drawing attention to the proliferating forms they have taken over the past three or four centuries. It looks to aesthetics and art criticism as a guide to a philosophical treatment of wellbeing goods more generally. It also takes off from aesthetics and art criticism in seeking to identify reliable authorities on the flourishing life. On this, it rejects elitist conceptions in favour of a more democratic model, emphasising its importance in education for citizenship. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10