잘삶의 통합적 이해와 교육적 함의 = The Integral Interpretations of the Concept of Well-being and Their Educational Implications

다국어 초록 (Multilingual Abstract)

This study is to explore the concept of well-being in the integral viewpoints and their implications of education. Until now, the well-being theory has been discussed with two theoretical tradition: Objective Theories; Subjective Theories. Both, however, have theoretical weaknesses. Doret de Ruyter, and John White try to make up for them. De Ruyter argues the concept of `happy flourishing`. She believes that human well-being consists of two aspects: the fulfillment of generic goods that are objectively identifiable and the meaningful interpretation of these goods by the individual in a way that is personally satisfactory. For this conception, she uses the term of `happy flourishing`. De Ruyter contends that educating children with ideals is important to motivate them to strive for something higher or better. White argues the issue of culture and authority in wellbeing theory. He argues that goods are not related to our particular desires. Goods lie to the outside of individuals. They are created largely within cultures. Authority on well-being does not belong to individuals, but to a `loose` collection of people. They not only must have some experience of most of the major areas of worthwhile activity, but are also interested in reflecting on what makes a flourishing human life. It is important task of education to guide children to participate the conversation and communication with loose collection of people. They contribute to the integral interpretation of the concept of well-being. Their arguments have a lot of implications to the practices of education. They remind us that the promotion of personal well-being is a central aim of education.

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