Can philosophical practices serve as tools for well-being in education?
Date
Authors
Editor(s)
Advisor
Supervisor
Co-Advisor
Co-Supervisor
Instructor
Source Title
Print ISSN
Electronic ISSN
Publisher
Volume
Issue
Pages
Language
Type
Journal Title
Journal ISSN
Volume Title
Series
Abstract
Philosophical practices have an important place in the tradition of philosophy as a way of life. In this thesis, I support the utility of philosophical practices in education. I begin with the idea that one of the objectives of education is to promote tools for individual well-being. In the first two chapters, I present an account of well-being which I discuss with the concepts of self-knowledge, authenticity, autonomy, resilience, and integrality. Next, I show that even if education aims primarily at communal gains, liberty, and cultural transmission, they do not contradict the well-being account that I present as the aim of education. In the last chapter, I introduce philosophical practices as tools of well-being and choose journaling practices as an example that can be applied to educational curricula. The thesis also aims to encourage pedagogues and psychologists to empirically work on these practices and choose the appropriate ones that can support well-being in education.