Journal of Moral Education 44 (3):263-277 (2015)

Nancy Snow
University of Oklahoma
The psychological construct of ‘generativity’ was introduced by Erik Erikson in Childhood and Society in 1950. This rich and complex notion encompasses the constellation of desires, concerns and commitments that motivate individuals and societies to pass on legacies to future generations. ‘Flourishing,’ which means, very roughly, living life well, is another rich and complex notion, interpretations of which are found in ancient philosophers such as Plato, Aristotle and the Stoics. In this article I relate interpretations of these two concepts by arguing that certain forms of generativity can be considered an Aristotelian-type virtue, and that the virtue of generativity is necessary, but not sufficient, for flourishing in the Aristotelian sense. In other words, one can be generative without flourishing. The reverse, however, does not seem true: it is hard to see how one can fully flourish without being generative.
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DOI 10.1080/03057240.2015.1043876
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References found in this work BETA

Nicomachean Ethics.Martin Aristotle & Ostwald - 1962 - Hackett Publishing Company.
Childhood and Society.The Human Group.Erik H. Erikson & George C. Homans - 1951 - Philosophy and Phenomenological Research 12 (2):301-302.
Happiness for Humans.Daniel C. Russell - 2012 - Oxford University Press.
Childhood and society.E. H. Erikson - 1955 - Revue Philosophique de la France Et de l'Etranger 145:87-88.

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Citations of this work BETA

Recent Work on Flourishing as the Aim of Education: A Critical Review.Kristján Kristjánsson - 2017 - British Journal of Educational Studies 65 (1):87-107.
Understanding Flourishing: Evolutionary Baselines and Morality.Darcia Narvaez - 2015 - Journal of Moral Education 44 (3):253-262.

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