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Human flourishing is the topic of an increasing number of books and articles in educational philosophy. Flourishing should be regarded as an ideal aim of education. If this is defended, the first step should be to elucidate what is meant by flourishing, and what exactly the concept entails. Listing formal criteria can facilitate reflection on the ideal of flourishing as an aim of education. We took Aristotelian eudaimonia as a prototype to construct two criteria for the concept of human flourishing: (...) |
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Both in formal situations (as school teachers, football trainers, etc.) and in many, often unpredictable informal situations (both inside and outside institutions)—adults come close to children. Whether we intend it or not, we continually give them examples of what it is to live as a human being, and thereby we have a pedagogical responsibility. I sketch what it could mean to let ourselves “be built up”, in a Kierkegaardian sense, on the foundation of unconditional love, presupposing that this love is (...) |
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Mollenhauer presents his book as a rough sketch of what Allgemeine Pädagogik could be – an outline of "a general study of Bildung and upbringing" – a daring project, which in my view is even more needed today than in 1983. Mollenhauer shows a way to a practically committed, historically-founded and future-oriented theory of emancipatory upbringing and education; built on reliable elements in the cultural and pedagogical tradition, which we, as responsible adults, should not forget, when we, together with the (...) |
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What are the conditions required for becoming better human beings? What are our limitations and possibilities? I understand “becoming better” as a combined improvement process bringing persons “up from” a negative condition and “up to” a positive one. Today there is a tendency to understand improvement in a one-sided way as a movement up to the mastery of cognitive skills, neglecting the negative conditions that can make these skills mis-educative. I therefore tell six stories in the Western tradition about conditions (...) |
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Journal of Philosophy of Education, EarlyView. |
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In this paper, I take up Herman Paul’s suggestion to analyze the process of writing history in terms of virtues. In contrast to Paul, however, I argue that the concept of virtue used here should not be based on virtue epistemology, but rather on virtue ethics. The reason is that virtue epistemology is discriminative towards non-coginitive virtues and incompatible with the Ankersmitian/Whitean view of historiography as a multivocal path from historical reality to historical representation. Virtue ethics on the other hand, (...) |
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