NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1071017
Record Type: Journal
Publication Date: 2015-Aug
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0141-1926
Theoretical Constructs of Well-Being and Their Implications for Education
Thorburn, Malcolm
British Educational Research Journal, v41 n4 p650-665 Aug 2015
In the broad area of moral philosophy, critiques of well-being values have notably increased since the 1980's. Often underpinning analysis are contrasting theories of well-being, e.g. subjective constructs that value highly reflections on personal experiences and individual fulfillment, and objective theories that emphasise more through specific criteria the societal benefits of well-being. Without detailed recourse to such theorising, education policy making has since the early 2000's onwards tried to tease out the relationship between thriving personally and showing moral integrity towards others via a number of rather superficial and dissimilar curriculum statements. The paper, in trying to improve coherence in this area, reviews contemporary critiques of well-being and argues that a hybridised mix of subjective and objective influences would, if referenced by pupils' own reflective informed thoughts and emotional needs, represent the most productive prospect for education-related developments. The priorities for achieving this form of progress begins by reviewing the main curriculum planning issues that merit analysis if well-being theorising is to more closely connect with educational gains. Thereafter, the main challenge discussed is how teachers can maximise the benefits of pedagogical practices in holistic learning environments where there are clear connections between well-being values, subject knowledge and pupils' previous learning experiences.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A