Education for flourishing and flourishing in education

Ruyter, Doret de; Oades, Lindsay G.; Waghid, Yusef; Ehrenfeld, John R.; Gilead, Tal; Singh, Nandini Chatterjee

doi:10.56383/xbxz7711

Cited by 11 publications

(13 citation statements)

References 46 publications

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“…Our study is one of few providing insight into opportunities to improve FCC for families from historically marginalized communities, highlighting the need to understand each family's context and provide supports that meets people's needs and accounts for their challenges (Browne et al, 2012; Mugerauer, 2021; Sheldrick et al, 2021). One important step is eliciting parents' multidimensional conceptualizations of health; we found that parents' definitions broadly reflect flourishing, a popular concept focusing on social and cultural factors that are central to conceptualizations of well‐being (de Ruyter et al, 2020). The diversity of the conceptualizations we found parallels the findings of studies among other marginalized groups (Bircher, 2005; Boddington & Raisanen, 2009; Dodgson & Struthers, 2005; Gessert et al, 2015; Leonardi, 2018; Song & Kong, 2015).…”

Section: Discussionmentioning

confidence: 96%

Conceptualizations of health, ability to act upon those definitions and desire for supports among families from historically marginalized communities

Stransky,

Bremer‐Kamens,

Bair‐Merritt

et al. 2023

Child

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Respect for parents' values and clinician–parent collaboration is less common among families from historically marginalized communities. We investigated how parents from marginalized communities operationalize health and their preferences for paediatric primary care. We recruited families who spoke English, Haitian Creole or Spanish with at least one child younger than 6 years old. Staff queried families' values and life experiences, perspectives on health and healthcare, social supports and resources. Fourteen interviews with the parents of 26 children were thematically analysed. Interviews revealed the following four themes: (1) parents' definitions of ‘health’ extend beyond physical health; (2) families' ability to actuate health definitions is complicated by poverty's impact on agency; (3) parents engage in ongoing problem recognition and identify solutions, but enacting solutions can be derailed by barriers and (4) parents want support from professionals and peers who acknowledged the hard work of parenting. Eliciting parents' multidimensional conceptualizations of health can support families' goal achievement and concern identification in the context of isolation, limited agency and few resources. Efforts to improve family centred care and reduce disparities in paediatric primary care must be responsive to the strengths, challenges, resources and priorities of marginalized families.

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Section: Discussionmentioning

confidence: 96%

Conceptualizations of health, ability to act upon those definitions and desire for supports among families from historically marginalized communities

Stransky,

Bremer‐Kamens,

Bair‐Merritt

et al. 2023

Child

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“…Identity development during late adolescence is nurtured within respectful and autonomous learning environments that offer emotional support for students to express and reflect on their experiences (Lapsley, 2010;Magolda & Taylor, 2015). This aligns with the growing recognition of the importance of fostering open-minded moral inquiry in high schools through a dialogical approach, which supports the identity formation of high school students The topic of moral education at school is a current subject of debate in recent scientific literature (e.g., OECD, 2021;Singh, 2019;Stevenson, 2022;De Ruyter et al, 2022). Similarly, in Latvia there are controversial and overlapping interpretations of what constitutes moral education.…”

Section: Introductionmentioning

confidence: 82%

Teachers’ Motivations, Beliefs, and Expectations Regarding Moral Education in Upper Secondary Education

Fernández González,

Mūrnieks,

Vējiņš

et al. 2024

SIE

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This study explored high school teachers’ motivations and preferences regarding adolescents’ moral education in the context of the assessment of the newly developed program ‘e-TAP+’ for virtue education in Grades 10 to 12 in Latvia. The program comprises four modules: personal flourishing, flourishing relationships, societal flourishing, and digital flourishing. The research questions guiding the research were: Which aspects of moral education at high school were most important for teachers, as evidenced by the topics they chose to pilot in their classes? What were teachers' motivations for and expectations of participating in the evaluation of the virtue education program? This mixed-method survey research used an online questionnaire completed by 107 secondary school teachers from all regions of Latvia. In December 2023 – January 2024 teachers volunteered to participate in the piloting of the program, chose their preferred topics, and provided open-ended feedback on their choices and motivations. A total of 225 topics were chosen (90 in Grade 10, 81 in Grade 11, and 54 in Grade 12). Preliminary findings suggest that participants’ overall opinion about the program was very positive. Teachers’ main motivations were (1) the availability of quality materials for classroom discussion about virtues and values, and (2) the topicality of the program’s themes. Teachers in Grade 10 prioritized topics related with flourishing relationships (n=29, 32%), teachers in Grade 11 had a slightly bigger interest in personality than in relationships (n=28, 34% and n=24, 30%, respectively), and teachers in Grade 12 prioritized personality flourishing (n=20, 37%). The results will be valuable for other high school teachers and leaders, organizers of professional development courses, policymakers and other education authorities, and moral education researchers.

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“…Many other definitions have been proposed (Darwall, 1999;de Ruyter et al, 2022;Foot, 2001;Kraut, 1989Kraut, , 2007Kristjánsson, 2020;Paul et al, 1999;Vitterosø, 2016;Waterman, 2013), including by some of us, but we accept this definition as compatible with common usage and as incorporating defining aspects of flourishing common to a wide range of philosophical and psychological accounts of it. 2 Having explained how we will use the terms 'well-being', 'thriving', 'happiness', 'happy', and 'flourishing' throughout this article, we also acknowledge that our choices are to some extent arbitrary.…”

Section: Conceptual Preliminariesmentioning

confidence: 89%

Finding consensus on well-being in education

Curren,

Boniwell,

Ryan

et al. 2024

Theory and Research in Education

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Research on well-being and concern over the well-being of students and teachers has grown dramatically in recent years. Researchers and reformers in positive psychology and education, self-determination theory, social and emotional learning, liberal-democratic political and educational philosophy, and neo-Aristotelian theories of flourishing and character education have played formative and intersecting roles in what is now an international movement to promote the lifelong flourishing of students as an alternative to a human capital and economic growth focus for education. This article defends this flourishing-focused reorientation of education policy and practice, using a value-led and evidence-informed methodology. It sorts through the conceptual disputes and clarifies the ethical considerations that should guide efforts to advance the well-being of students and teachers, assesses key claims and arguments, and brings together compatible aspects of the leading philosophical and psychological perspectives on flourishing as an aim of education. It identifies ethically and evidentially justifiable points of consensus on well-being and flourishing in education, presents a consensus model of relationships between educational environments, learning, and flourishing, and concludes with some recommendations for educational policy and practice.

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Education for flourishing and flourishing in education

Cited by 11 publications

References 46 publications

Conceptualizations of health, ability to act upon those definitions and desire for supports among families from historically marginalized communities

Conceptualizations of health, ability to act upon those definitions and desire for supports among families from historically marginalized communities

Teachers’ Motivations, Beliefs, and Expectations Regarding Moral Education in Upper Secondary Education

Finding consensus on well-being in education

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