Efnisyfirlit

• Cover
• Half Title
• Series Page
• Title Page
• Copyright Page
• Dedication
• Table of contents
• Preface
• 1 An introduction to the concept of flourishing: good character and beyond
• The aims of the book
• The basics of flourishing accounts
• The contours of flourishing
• Rehearsal of some basics about character and virtues
• What does a flourishing account add to an account of good character?
• Food for thought for practitioners
• 2 Theories of flourishing in education: from the ideal to the practical
• The new flourishing bandwagon in education
• The first precondition of flourishing: external necessities
• The second precondition of flourishing: a sense of meaning and purpose
• Paternalism and elitism?
• An ideal or a non-ideal theory of flourishing?
• Food for thought for practitioners
• 3 The flourishing–happiness concordance thesis: do these two always go hand in hand?
• Subjective versus objective well-being
• The concordance thesis: two varieties
• Flourishing without happiness
• Happiness without flourishing
• Just philosophical ‘armchair psychology’?
• Food for thought for practitioners
• 4 The limitations of even supreme moral virtue: why we need contemplation and wonder to flourish
• ‘An insightful mess’
• Developmental levels, individualisation and role-modelling
• Role-based moralities: blessings and burdens
• Blowing the whistle on philistinism
• What is the missing virtue of contemplation then all about?
• Food for thought for practitioners
• 5 Flourishing and awe: towards an extended, ‘enchanted’ Aristotelian theory
• Venturing beyond Aristotle
• Is Aristotelian flourishing flat and disenchanted?
• Do we need supernaturalism to make sense of enchanted flourishing?
• The example of science education
• Initiating students into love of the transcendent
• Food for thought for practitioners
• 6 Flourishing and epiphanies: going beyond Aristotle and Kohlberg
• The road to Damascus
• Academic musings and misgivings
• Some relevant psychological evidence
• Disenchantment, awe and elevation
• Education for epiphanies
• Food for thought for practitioners
• 7 Flourishing and the emulation of exemplarity: going beyond Aristotle and Zagzebski
• Targeting the exemplarity of flourishing lives
• Problematics of emulation – and examples from the historical emulation literature
• The logical geography of admiration, emulation and elevation
• Elevation as awe
• How Mengzi (Mencius) may improve Aristotle
• Food for thought for practitioners
• 8 Conclusions and reflections – and where we need to head next
• A retrospective roadmap
• The advantages of flourishing theories
• Challenges and misgivings
• Some further reflections on educational practice for flourishing
• Concluding remarks and future directions
• Food for thought for practitioners
• References
• Index