Journal of Moral Education 44 (3):310-324 (2015)

This article explores what it means to flourish in and through education and why we should position such flourishing as an issue of morality. We draw on the capabilities approach advanced by Amartya Sen and Martha Nussbaum and locate the argument in the practical context of higher education in unequal societies. We use qualitative data from year one of a three-year longitudinal study exploring student agency and well-being at a South African university to consider flourishing in and through education. Using the CA concepts of well-being, agency, practical reason and affiliation, we argue that the CA provides a philosophical grounding that takes account of both personal and relational flourishing and morality. Flourishing in education requires consideration of the well-being and agency of students. Flourishing through education draws attention to the role of education in promoting well-being and flourishing beyond its walls by fostering a social and moral consciousness among students.
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DOI 10.1080/03057240.2015.1043878
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References found in this work BETA

The Idea of Justice.Amartya Sen - 2009 - Belknap Press of Harvard University Press.
Women and Human Development.Martha C. Nussbaum - 2003 - Mind 112 (446):372-375.
Well-Being, Agency and Freedom: The Dewey Lectures 1984.Amartya Sen - 1985 - Journal of Philosophy 82 (4):169-221.

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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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