Il valore del ben-essere educativo. Una ricerca esplorativa sulle aspirazioni al ben-essere per studenti e docenti

Elisabetta Ghedin


Today, more than ever, education is entrusted with the task of striving to create a harmonious development in individuals, focusing in particular on their well-being. Promoting well-being at school can be seen as an active, collaborative process, in which the relationship between individuals and their environment is constantly built and modified. Starting from these premises, it was explored
childrens’ views of well-being, relating them to learning processes and environment, as well as aspirations to teachers’ well-being. Research questions focused on: Why should education have one of its ends well-being of its students? Is it possible to think that learning and well-being are connected? If so, how? Can we promote learning environments that can nurture the well-being of children and teachers? One of the emerging issues (UNICEF, 2007, Clift and Jensen, 2005) is the sense of belonging to the students (and teachers) at school and perceived it as a community with the prerogative of supporting children and teachers in the expression of one’s own agency towards its own well-becoming, well-being and flourishing life (ICF-CY, 2007, Pollard & Lee, 2003). Valuing
functionings (in terms of beings and doings; Sen, 1999) could lead to identifying positive dimensions of well-being that allow children and teachers to flourish and prosper.

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