Analyzing the Concept of Good Life in a Eudaimonic Approach to Drawing Aims of Education

پژوهش نامه مبانی تعلیم و تربیت

Article 5, Volume 10, Issue 1 - Serial Number 19, September 2020, Pages 96-115   

Document Type: پژوهشی

DOI: 10.22067/fedu.v10i1.84555

Authors

mozhgan kord^{* 1}; Yahya Ghaedi²; Saeid Zarghami-Hamrah²; Ramazan barkhordari²

¹Kharazmi University

²kharazmi University

Abstract

The purpose of this study is to analyze the concept of the good life in the Eudaimonic approach to drawing aims of education. To this purpose, first, the concept of the good life in the Eudaimonic was analyzed, then based on this analysis and in the context of the philosophical insights gained from this analysis, aims for education were drawn. To achieve these goals, the conceptual analysis and reconstructed methods of Francena's practical syllogism were used. According to the findings of this study, the general orientations of Eudaimonic well-being are virtue, meaningfulness, and. Human flourishing. The aims of education of Eudaimonic well-being were presented in two parts: the end aim and the middle aims. These aims include human flourishing as the ultimate goal of education Eudaimonic well-being, and meaningfulness and virtue are identified as intermediate goals of education Eudaimonic well-being. Thus, the primary purpose of education is to guide educators towards virtuous and flourish lifestyles. Education-based on Eudaimonic well-being considers flourishing as an appropriate necessary answer to the fundamental and normative issue of human well-being. Moreover, Eudaimonic education is about how learners achieve this aim. Therefore, in the process of this kind of education and based on the paths of Eudaimonic well-being, it should be said that the main features of Eudaimonic education are the central virtue, the rationality, the meaningfulness, and the sense of being towards human flourishing.

Keywords

good life; Eudaimonic; aims of education

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