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It argues that educational agendas should develop wholeness and purpose, going beyond the emerging well-being agenda. Using document analysis of conceptual and policy frameworks, supported by qualitative evidence from 222 educator interviews in Ontario, the article finds that simplistic life-satisfaction models risk reifying progress while educators should address deeper, more complex dimensions of human development.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/beyond-well-being-the-quest-for-wholeness-and-purpose-in-education/601120/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/beyond-well-being-the-quest-for-wholeness-and-purpose-in-education/601120.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the article?","Question",{"text":112,"@type":113},"The article develops a critique of contemporary understandings and practices of well-being in education and proposes a fuller development of wholeness and purpose beyond the new well-being agenda.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the author support the critique?",{"text":117,"@type":113},"The author uses document analysis of conceptual and policy frameworks and builds the critique with a qualitative study based on 222 educator interviews in Ontario, supported by references to research and development in the U.S., Germany, and Norway.",{"name":119,"@type":110,"acceptedAnswer":120},"What risk does the article identify regarding well-being in policy agendas?",{"text":121,"@type":113},"Including well-being in policy agendas can mark progress, but it may be threatened by being reified through overly simplistic understandings such as life satisfaction that avoid the complexity of human development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601120,1792148595,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Beyond Well-being: The Quest for Wholeness and Purpose in Education  \nDennis Shirley  \nLynch School of Education and Human Development, Boston College  \nECNU Review of Education 2020, Vol. 3(3) 542–555 ª The Author(s) 2020 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531120932579](DOI: 10.1177/2096531120932579)[ ](DOI: 10.1177/2096531120932579)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: This article develops a critique of contemporary understandings and practices related to well-being in education. It proposes a fuller development of wholeness and purpose that supplements and goes beyond the new well-being agenda.  \nDesign/Approach/Methods: This article draws upon a document analysis of conceptual and policy frameworks related to well-being. It builds its critique of well-being with reference to a qualitative study consisting of 222 interviews with educators in the Canadian province of Ontario with regard to their understandings of well-being. It includes references to the research and development work in the U.S., Germany, and Norway.  \nFindings: The inclusion of well-being in policy agendas is an important step forward in the field of educational change, but this indication of progress is in danger of being reified through simplistic understandings of life satisfaction and other frameworks that evade the complexity of human development. Wholeness and purpose are concepts that include but also go beyond well-being that should be addressed by educators.  \nOriginality/Value: Most of the criticisms ofthe new well-being agenda in educational policies and research simply assume its status as a summum bonum for human development. This essay acknowledges the importance of well-being but expands beyond it to define wholeness and  \nCorresponding author:  \nDennis Shirley, Lynch School of Education and Human Development, Boston College, 140 Commonwealth Avenue, Chestnut Hill, MA 02467, USA.  \nEmail: [dennis.shirley@bc.edu](dennis.shirley@bc.edu)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \npurpose as an alternative set of constructs with their own independent integrity that should not simply be subsumed into current well-being agendas.  \nKeywords  \nEducational change, educational policy, purpose, well-being, wholeness Date received: 15 February 2020; accepted: 12 May 2020  \nTo a degree unimaginable as recently as a quarter century ago, educational reform and school improvement efforts have become globalized. For many policymakers, consensus has attained on what knowledge matters most, how it should be measured, and how countries should compare their progress with one another. As a result, new global “reference societies”(Bendix, 1978, p. 292) have emerged, such as Finland (Sahlberg, 2017), Singapore (Ng, 2017), China (Sato, 2017), and Canada (Campbell et al., 2017) . Each of these has developed a roster of prominent advocates totout their successes on international large-scale assessments and to exhort others to follow their example.  \nThis transformation of educational discourse has had a number of consequences. It has been possible for educators around the world to learn how the Finns combine equity and achievement, how Singapore has developed sophisticated career ladders for educators so that they always are getting better at their craft, how the Chinese focus on lesson study to a degre","cbCaiuOmybOamBIF","https://ap.wps.com/l/cbCaiuOmybOamBIF","pdf",187144,14,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Policy Context and Educational Reform\n## Globalization of Reform Efforts\n## Consequences for Educational Discourse\n## Critiques of Large-Scale Assessments\n# Implications for Well-being Agendas","[{\"question\":\"What is the main purpose of the article?\",\"answer\":\"The article develops a critique of contemporary understandings and practices of well-being in education and proposes a fuller development of wholeness and purpose beyond the new well-being agenda.\"},{\"question\":\"How does the author support the critique?\",\"answer\":\"The author uses document analysis of conceptual and policy frameworks and builds the critique with a qualitative study based on 222 educator interviews in Ontario, supported by references to research and development in the U.S., Germany, and Norway.\"},{\"question\":\"What risk does the article identify regarding well-being in policy agendas?\",\"answer\":\"Including well-being in policy agendas can mark progress, but it may be threatened by being reified through overly simplistic understandings such as life satisfaction that avoid the complexity of human development.\"}]","Beyond Well-being - The Quest for Wholeness and Purpose in Education | PDF",1792092020,35]