Abstract
Education is a bifurcated process by which knowledge is generated and transferred through learning tangible skills and intangible virtues. This paper utilizes Amartya Sen’s approach in Development as Freedom in which he characterizes welfare as a function of an individual’s capability set. I advocate that to achieve a normative quality of welfare pursuant to the capability of education a particular state of consciousness or midfare must be achieved. I characterize this midfare as Intellect, which is defined by a particular subset of virtues that prioritize the Finnisian basic value of knowledge over all other subjective pursuits. Pursuant to the normative midfare of Intellect, an optimal level of welfare can be achieved. I also assess a possible relativist critique to Intellect which views subjective notions of truth as comparable or even preferred to truth in its objective form. From this discussion, the desire is that a practical working model of Intellect will be reached in order for it to be implemented within transitioning curricula throughout the world.
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