This chapter moves toward the development of a poeticizing phenomenology of education and well-being that uncovers an originary ontological relationship between education and well-being. I begin by briefly presenting the tradition of phenomenological research in education and curriculum studies, which provides a precedent for my own phenomenological analysis of education and well-being. Given the similar etymological and philosophical meanings of education and well-being, van Manen’s (2014) pathic meditations on language, especially evocative poetic images, provide a direction for uncovering the ontological nature of education and well-being and for discerning a phenomenology of well-being from a phenomenology of health. Most significantly, a phenomenology of well-being brings us to the image of the well itself, which reveals that a well-like being is an authentic, individuated human being who has become such by owning his or her temporality. This ontologically individuating process characterizes the fullest expression of education’s meaning: to uncover and bring forth, like water from a well, the human being’s most meaningful possibilities for being.
M. D. Dewar
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