Abstract
ABSTRACT While many recognise the impact formal education has on human flourishing, often overlooked are the forces in society that shape our conception of the good life. Our understanding of flourishing is formed as much by the culture we live in as by the classrooms we learn in. This oversight impacts our ability to think clearly about flourishing because it keeps us from seeing the foundations upon which our idea of the good life is built. Contending that the language used by psychologists often reduces our understanding of human flourishing and existence we argue that the notion of the good life many of us adopt simply by existing in our modern therapeutic culture has been deeply distorted. On this basis, we advance a corrective for constricted therapeutic conceptions of flourishing, arguing that human flourishing needs ‘anthropology’ in two senses – one employed by social scientists and one by theologians and philosophers – and we make the case for the educational importance of turning to ‘anthropologies of the good’ as a positive, constructive examination of flourishing that is philosophically and theologically sophisticated enough to parse the several empirical investigations of human nature and bring clarity and insight to their findings.
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