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Chapter 1 16 1.5 S HORT OUTLINE OF THE CHAPTERS Chapter 2 provides a conceptual clarification of the concept of human flourishing. The chapter asks what is meant by ‘human flourishing’ and discusses the formal characteristics of the concept of human flourishing. It takes Aristotelian eudaimonia as a prototype to argue that any conception of human flourishing fulfils five formal criteria: (1) human flourishing is regarded as intrinsically worthwhile; (2) flourishing refers to the actualization of an agent’s potential; (2a) flourishing is about a whole life; (2b) it is a ‘dynamic’ state, and (2c) flourishing consists in satisfying certain objective goods. Chapter 3 asks how we should theorise about human flourishing as an ideal aim of education. What kind of theory should educational theory on flourishing be? The chapter distinguishes between nonideal and ideal theory and argues that, although mostly not explicated, current educational theory on flourishing is often ideal theory. Subsequently it looks at problems with ideal theory and discusses the merits of nonideal theory on education for flourishing. Chapter 4 argues that parenthood can be characterised as involving (the taking of) an existential risk. The chapter uses the distinction that German pedagogue Otto Friedrich Bollnow makes between ‘attempts’ and (avoidable) risks on the one hand and existential (inevitable) risks on the other hand. The second type of risk is distinctive because the person who engages in an existential risk risks herself . The chapter argues that Bollnow’s description of existential risk (i) contributes to the understanding of child-rearing and striving for flourishing as inherently uncertain; (ii) contributes to a clarification of the ways in which the concept of risk is being used in educational theory and policymaking; and (iii) leads us to recognise trust as a key concept in discussing risk-taking and child-rearing. Chapter 5 discusses what attitude parents should have towards their children’s future flourishing. What is meant by aiming for the flourishing of children? What can and should parents expect with regard to the flourishing of their children? The chapter argues that an attitude of hope is the best way to give expression to how parents should relate to (striving for) the flourishing of their children. Chapter 6 presents a general discussion. The chapter provides an answer to the question whether flourishing should be defended as an ideal aim of education and what kind of theory and what kind of conception of flourishing are defensible and worthwhile as an ideal aim of education. Furthermore I will discuss possible implications of this answer to the language in which we write about flourishing as an aim of education, and I will give suggestions for further research.