{'fraction_non_alphanumeric': 0.018584070796460177, 'fraction_numerical': 0.0, 'mean_word_length': 5.283333333333333, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The Missing Dimensions of Children's Well-being and Well-becoming in Education Systems: Capabilities and Philosophy for Children

The objectives of this paper are twofold. The first is to consider how the capability approach can help rethink the policy goals of educational systems by analysing well-being and well-becoming from an individual and societal point of view. The second is to explore Philosophy for Children as a suitable pedagogical approach to promote capable agents and enhance critical, creative and caring thinking. The paper is divided into four parts. After a background is sketched, the capability approach and the concept of evolving capabilities are disentangled in order to rethink educational systems. The Philosophy for Children approach is then presented as a pedagogical base and possible instrument to foster the individual faculties (creativity, critical thinking and care) needed to flourish and participate fully in society (these are usually missing in achievement-based educational systems). In the final part of the paper the main elements of change are recalled and some conclusions are offered.