Education, Well Being, Human Development

Abstract

The path of the theory of education to achieve an autonomous epistemological status has pointed out the plurality of scientific approachs to education. This dimension, closely linked to technical-scientific knowledge, is oriented to improve critical thinking in each student for the development  of the common good.

The aim of this paper is to analyze: a. what kind of relation can exist between democracy and education, as Dewey  affirmed in Democracy and Education of 1916; b. what is the meaning of the principles of continuity, growth and interaction in the experience,  as Dewey analyzed  in Experience and Education of 1938; c. the meaning of the “circular governance” based on the development of the individual capabilities connected to education, well being and human development. These principles must orient the individual to the well-being and human development, determined also by the "circular governance", which guides human values to project a possible inclusive school and society.