Educating for Comprehensive Well-being

Purpose:Educational approaches that advocate“well-being,”the“whole child,”“social and emotional learning,”“character,”and the like emphasize human development beyond the acquisition of knowledge and skills.These approaches vary widely in their views of human nature,their visions of a good life,and their prescriptions for educational practice.This article maps out heterogeneous contemporary approaches to“well-being”and related constructs,thereby allowing researchers,educators,and policymakers to understand the divergent assumptions made by the proliferating approaches to education that go beyond academics.Design/Approach/Methods:This article presents results from a 2-year project,which included interviews with advocates of different approaches and review of key literature about eleven educational approaches to“well-being,”the“whole child,”“social and emotional learning,”“character,”and similar noncognitive ends.Findings:The article argues that any educational approach to“well-being”and related constructs must respond to four questions:whether humans are bundles of discrete competencies or integrated wholes,what the appropriate relation is between individuals and society,the relative importance of instrumental and intrinsic goals,and the importance of an overarching purpose for one’s life.The analysis reviews how eleven contemporary approaches address these four questions.Originality/Value:Despite the global proliferation of divergent approaches to“well-being,”the“whole child,”“social and emotional learning,”“character,”and related constructs in education,there are no comprehensive frameworks for understanding the alternatives and their key assumptions.This article organizes the globally proliferating educational movements that promote“well-being,”making sense of a confusing set of alternatives.We also argue that any comprehensive approach to education that goes beyond academics must consider the four questions that we identify.