Well‐being, Categorical Deprivation and the Role of Education

Research output: Contribution to journalArticlepeer-review


“How should a person lead her life?” The purpose of this paper is to suggest some principles (not a complete list) which will serve us ‘intellectual instruments’ for assessing forms of life. These principles are utilitarian in nature, and, as I will argue, essential to a reasonably rich account of personal well‐being. The principles suggested are not instrumental, that is, they determine the worthiness of a form of life led by an agent irrespective of whether it satisfies her existing desires and meet her actual preferences. Hence, I will argue that a person can be deprived, that is, categorically deprived, even when most of her desires are satisfied. In the last section of the paper I will argue for the role of education in ‘initiating’ the agent into worthy forms of life, and hence evading the charge of categorical deprivation and that of irrationality.

Original languageEnglish
Pages (from-to)191-204
Number of pages14
JournalJournal of Philosophy of Education
Issue number2
StatePublished - 1 Jan 1994
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • History
  • Philosophy


Dive into the research topics of 'Well‐being, Categorical Deprivation and the Role of Education'. Together they form a unique fingerprint.

Cite this