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<https://discovery.ucl.ac.uk/id/eprint/10021531> <http://purl.org/dc/terms/title> "Freedom, well-being and schooling: beyond desire-satisfaction."^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10021531> <http://purl.org/ontology/bibo/abstract> "Schools have an undeniably crucial role in influencing the ways in which well-being\nis perceived. They are also instrumental in promoting or frustrating opportunities\nwhereby people may come to appreciate the significance of alternative courses of\naction as well as providing an understanding of ways in which these might be\npursued. It is thus incumbent upon teachers to appreciate the nature of freedom and\nits place within an overall theory of personal well-being. This thesis is meant to\ncontribute to a clarification of some of the complexities involved.\nIts aim is twofold. Firstly, it attempts to refute accounts of freedom and personal\nwell-being which rely on desire-satisfaction as a criterion of rational choice. Such\naccounts are shown to be defective in that they are ultimately subjective and result in\nconsequences which are at once paradoxical and disturbing.\nThe value we attach to freedom - as something having as much to do with the\ncapacity to choose from a range of significant alternatives as being unencumbered by\nconstraints - is in virtue of its importance in the kind of life appropriate for persons,\nnamely that which is compatible with flourishing or personal well-being. If there\nwere no more to freedom than the removal of relevant constraints it is difficult to see\nwhy we should attach such importance to its promotion and preservation. Alternative\npossibilities are identified in a variety of ways but their criteria of significance are a\nfunction of something altogether less subjective than the fact that they are desired.\nDesire-satisfaction accounts of freedom and well-being derive their support from a\nfamiliar and widely held position within philosophical psychology in spite of the fact\nthat it is based on little more than Humean dogma. It grants logical priority to desire\nover value and is thus unable to account for human interests and well-being in\nanything other than subjective terms.\nIt is the second principal task of the thesis to reverse this order of priority and\nthereby to account for well-being by reference to a conception of human nature based\non real-interests, the absence of which are likely to result in persons being harmed. If it succeeds in this it is possible to conceive of well-being in more objective terms\nwhile at the same time accommodating widely differing conceptions of flourishing in\naccordance with individual and freely chosen lives.\nCompulsory schooling is seen to merit justification largely in terms of the extent to\nwhich it succeeds in promoting the freedom and well-being of those destined for\ncitizenship in a democracy."^^<http://www.w3.org/2001/XMLSchema#string> .
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