Introduction and Overview
In an increasingly interconnected world, the need for humanistic approaches in business and education has gained urgency. The traditional models of management and education, often driven by utilitarian goals of efficiency and profitability, have led to environments where human dignity, well-being, and social equity, as well as environmental sustainability, are frequently compromised. To address these challenges, a transformative paradigm that integrates flourishing into business and education has emerged as a compelling response.
Flourishing is not simply the pursuit of happiness or economic success. It encompasses a comprehensive state of well-being that includes moral, social, and intellectual development. Whereas well-being concerns the individual, flourishing concerns “the relative attainment of a state in which all aspects of a person’s life are good including the contexts in which that person lives” (VanderWeele et al., 2023:3; see also Cottingham et al., 2023). Rooted in the Aristotelian concept of eudaimonia, flourishing involves realizing one’s potential while contributing meaningfully and ethically to society and the wider world. This vision resonates across disciplines, inspiring transformative practices in education and business that prioritize ethical behavior, human dignity, and sustainable development.
In educational contexts, fostering flourishing means more than academic success. It requires cultivating environments where students thrive emotionally, socially, and intellectually—as whole people rather than primarily as academic achievers. As scholars such as VanderWeele (2017) and Martela (2024) have shown, flourishing-driven education promotes character, meaning-making, and lifelong learning.
Similarly, business organizations guided by humanistic management principles can move beyond profit maximization toward creating sustainable, people-centered workplaces that promote flourishing. The stewardship model proposed by Karns (2011) and the dignity-based framework outlined by Pirson (2017) underscore the potential for businesses to become agents of the greater good.
Evidence shows benefits when management practices are guided by an overarching purpose of individual and collective flourishing, and yet, many questions remain about how we get there. What forms of knowing, doing, and being are needed to enable transformation towards flourishing? How does transformation differ and interact at multiple levels (e.g., individuals, organizations, and societies)? What possibilities can inspire and enable the future of transformative practices and knowledge?
Systemic transformation in education and business requires interdisciplinary collaboration. Insights from management, sociology, philosophy, psychology, and education, and other disciplines converge in this field, advancing both theoretical and practical frameworks. For example, Spitzeck’s (2011) integrated model of humanistic management and Walker and Thoma’s (2017) research on moral development in education provide innovative approaches to embedding human flourishing in institutional design. Lee (2024) explores how broader social and moral ecologies shape such designs and how ecosystem stewards can become more intentional and skillful in leading educational institutions towards the promotion of greater flourishing.
Call for Contributions
We are pleased to invite chapter proposals for the forthcoming edited volume Transforming Business and Education for Flourishing. This book aims to explore how human-centered principles can reshape educational institutions and business organizations to promote well-being, dignity, and sustainable societal development. We seek contributions that:
- Theoretical Frameworks: Scholarly works offering conceptual models that link flourishing to education, business, or both.
- Empirical Studies: Original research presenting data-driven insights into transformative educational or organizational practices.
- Case Studies: Real-world examples illustrating how principles of flourishing have been implemented successfully.
- Policy and Practice Recommendations: Actionable strategies for educators, business leaders, and policymakers to advance humanistic development.
Themes of Interest:
- Leadership for Flourishing in business and educational context
- Business ethics and sustainability in management education including curriculum design
- Transformative educational and business policies for dignity protection and human flourishing
- Moral development and character education across sectors
- Digital transformation and its impact on flourishing in education and business
- Interdisciplinary approaches to fostering systemic change
Submission Guidelines:
Interested authors are invited to submit an abstract of 500-700 words outlining the proposed chapter’s scope, methodology, and contribution to the volume’s theme. Submissions should be sent by March 31. Accepted proposals will be notified by April 30, Full chapters will be due by October 31.
We look forward to receiving your contributions to this important and timely volume. Let us collaboratively redefine the purpose of education and business through the lens of flourishing. Please submit here
Editors:
Matthew T. Lee
Institute for Studies of Religion at Baylor University
Human Flourishing Program at Harvard University
Email: matthew_t_lee@baylor.edu
Ayse Yemiscigil
Gabelli School of Business, Fordham University
Human Flourishing Program at Harvard University
ayemiscigil@fordham.edu
Michael Pirson
Gabelli School of Business, Fordham University
Human Flourishing Program at Harvard University
pirson@fordham.edu
Note: All submitted chapters will undergo a peer-review process. The book will be published by Routledge in the Humanistic Management Series and made available in both print and digital formats.
References:
- VanderWeele, T. J., Case, B. W., Chen, Y., Cowden, R. G., Johnson, B., Lee, M. T., Lomas, T., Long, K. G. (2023). Flourishing in critical dialogue. Social Science & Medicine: Mental Health, 100172, https://doi.org/10.1016/j.ssmmh.2022.100172.
- Cottingham, M. D., Erickson, R. J., & Lee, M. T. (Eds.). (2023). Transcending crisis by attending to care, emotion, and flourishing. Taylor & Francis.
- VanderWeele, T. (2017). On the promotion of human flourishing. Proceedings of the National Academy of Sciences, 114(31), 8148-8156.
- Martela, F. (2024). Flourishing as the central aim of education: Steps toward a consensus. Theory and Research in Education, 22(2), 180-188.
- Karns, G. (2011). Stewardship: A new vision for the purpose of business. Corporate Governance, 11(4), 337-347.
- Pirson, M. (2017). A humanistic perspective for management theory: Protecting dignity and promoting well-being. Journal of Business Ethics, 159(1), 39-57.
- Spitzeck, H. (2011). An integrated model of humanistic management. Journal of Business Ethics, 99(1), 51-62.
- Walker, D., & Thoma, S. (2017). Moral and character education. Oxford Handbook of Educational Psychology.
- Lee, M. T. (2024). The social and moral ecology of education for flourishing. Journal of Moral Education, 53(4), 645-661. https://doi.org/10.1080/03057240.2024.2333577