A Beautiful Life as an End of Education

Teschers, Christoph

doi:10.22381/kc5620175

Cited by 5 publications

(4 citation statements)

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“…As indicated above, Teschers (2017), drawing on R. S. Peters, Dewey, and German bildungs-idealism, argues that, while education is guided by a number of contextual (in time and place) aims, an overarching aim or "proper end of education" and schooling ought to be to develop the students' own art of living and "to support all human beings to life the most beautiful life possible under the circumstances they are living in" (p. 70, italics in original) 1 .…”

Section: An Overview Of Schmid's Art Of Livingmentioning

confidence: 88%

“…While there is a selection of practical subjects available, few relate to the everyday skills that happen outside of an educational setting, such as Anne discussed. Teschers (2017) suggests key knowledge areas, skills and faculties, based on Schmid's work, that should be included in the school curriculum to allow students a broader understanding of the world they are living in and to take prudent and effective actions as part of developing their art of living, as outlined earlier.…”

Section: The Need For Practical Experiences Within the Curriculummentioning

confidence: 99%

“…Like a piece of art, what it means to live a beautiful life is a question of personal taste; therefore, this cannot be generalized or prescribed (Teschers, 2013). The concept of the AoL has been discussed in relation to education, and Teschers (2017) argues that education and schooling should aim towards enabling students to develop their own art of living. D'Olimpio and Teschers (2016) contextualised Schmid's AoL further to show how early education centres and schools can provide the opportunity to equip students with the skills to effectively engage in their own AoL and shaping their own lives into what they see a good and beautiful life to be.…”

Section: Introductionmentioning

confidence: 99%

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Exploring how Te Whāriki and the New Zealand Curriculum prepare children and students for an Art of Living

Cowper

Teschers

2023

teacherswork

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This qualitative study looked at Wilhelm Schmid’s concept of the Art of Living (AoL) in relation to the current New Zealand Curriculum (NZC) and Te Whāriki. The methodology included a brief content analysis of both Te Whāriki and the NZC in relation to relevant knowledge areas and skills for the development of an AoL, as well as interviews of three participants to provide empirical data. From the participant data, four key themes emerged: support from parents; need for practical aspects within the curriculum(s); post-secondary school guidance; and positive working experiences. The overall findings suggest that Te Whāriki places a large emphasis on the relationships between kaiako, whānau and tamariki, relating to theme one. It was also found that the NZC could provide more opportunities for practical life skills to be included in the curriculum, as well as providing clearer instruction on how to implement effective careers education and other knowledge areas and thinking skills relevant for students to develop their own art of living.

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Section: An Overview Of Schmid's Art Of Livingmentioning

confidence: 88%

Section: The Need For Practical Experiences Within the Curriculummentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Exploring how Te Whāriki and the New Zealand Curriculum prepare children and students for an Art of Living

Cowper

Teschers

2023

teacherswork

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“…Students can learn to confront the moral problems in their lives by acting virtuously and developing a virtuous character. As Teschers (2017) argues, if we accept that people generally desire eudaimonia, then the education system ought to "develop an education system and curriculum that supports this strive and allows for the diversity of the direction people might take." Virtuous action and character does not necessarily come naturally; for many it must be learned and practiced.…”

Section: Wellbeing and Ethicsmentioning

confidence: 99%

Offering Philosophy to Secondary School Students in Aotearoa New Zealand

Parkin¹

2021

NZ J Educ Stud

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This paper makes a case for why philosophy would be beneficial if promoted among the subjects offered to secondary students in Aotearoa New Zealand. Philosophical inquiry in the form of Philosophy for Children (P4C) has made some inroads at the primary level, but currently very few students are offered philosophy as a subject at the secondary level. Philosophy is suited to be offered as a standalone subject and incorporated into the National Certificates of Educational Achievement (NCEA) system. Philosophy has been shown to benefit students in numerous ways, including the development of their critical thinking. Critical thinking is a focus of education around the world, including in the New Zealand Curriculum, and this focus on critical thinking could precipitate a focus on philosophy.

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Developing the professional identity of school counsellors in the Asia Pacific: Challenges and ways forward

Harrison,

Kee

2024

Couns and Psychother Res

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BackgroundSchool counselling in the Asia Pacific region has experienced enormous development in the last few decades but faces many serious challenges as counsellors seek to respond to the needs of young people in a complex and fast‐changing environment.AimsThis article aimed to explore the challenges school counsellors face in finding a clear identity and sense of purpose.DiscussionWe outline the antecedents and consequences of a weak counsellor identity. We suggest that the future development of school counselling in the region rests on responding to the challenge of school counsellors finding a clear and robust identity by (1) adopting an ecological perspective and (2) developing culture‐specific, indigenous ways of counselling.ConclusionGiven that the development of school counselling in this region has a long way to go, we briefly sketch some research priorities for the years ahead, which may contribute to the realisation and articulation of a stronger professional identity for school counsellors.

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A Beautiful Life as an End of Education

Cited by 5 publications

References 0 publications

Exploring how Te Whāriki and the New Zealand Curriculum prepare children and students for an Art of Living

Exploring how Te Whāriki and the New Zealand Curriculum prepare children and students for an Art of Living

Offering Philosophy to Secondary School Students in Aotearoa New Zealand

Developing the professional identity of school counsellors in the Asia Pacific: Challenges and ways forward

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