Flourishing as the Aim of Education: A Neo-Aristotelian View (Routledge International Studies in the Philosophy of Education) - Image 1

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Routledge Flourishing as the Aim of Education: A Neo-Aristotelian View (Routledge International Studies in the Philosophy of Education)

Name: Flourishing as the Aim of Education: A Neo-Aristotelian View (Routledge International Studies in the Philosophy of Education)
Brand: Routledge
Price: 40.45 GBP
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Strategies & Policy

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Description

This book develops a conception of student flourishing as the overarching aim of education. Taking as its basis the Aristotelian concept of eudaimonia, it provides a theoretical study of the foundations of flourishing that goes well beyond Aristotle’s approach. Flourishing as the Aim of Education argues that the ‘good life’ of the student, to which education should contribute, must involve engagement with self-transcendent ideals and ignite awe-filled enchantment. It allows for social, individual and educational variance within the concept of flourishing, and it engages with a host of socio-political as well as ‘spiritual’ issues that are often overlooked in literature discussing character education. Each chapter closes with food for thought for practitioners who can directly facilitate student flourishing. An outgrowth of the author’s previous monograph Aristotelian Character Education, this book follows new directions in questioning how to educate young people towards a life of overall flourishing. It will be of great interest to researchers, academics and post-graduate students in the fields of character education, moral education and moral philosophy, as well as to educators and policy-makers.

Product Specifications

Brand: Routledge
Format: paperback
ASIN: 0367727978
Category: Books > Subjects > Education Studies & Teaching > Education Management & Organisation > Strategies & Policy
Domain: Amazon UK
Release Date: 31 March 2021
Listed Since: 14 October 2020

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Routledge Flourishing as the Aim of Education: A Neo-Aristotelian View (Routledge International Studies in the Philosophy of Education)

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