Journal of Educational Leadership in Action


Rachel Blair


Flourishing is a modern term which, when used in the field of Positive Psychology, communicates positive growth both in oneself and in one’s interactions with the world. Flourishing is the goal of lifelong learning in terms of Positive Psychology. Though there are established models of flourishing, including Martin Seligman’s PERMA theory, none of these theories account for the role of the body in wellbeing. In this paper, the author will explain the reciprocal relationship between the body and the mind, bringing in evidence from multiple disciplines which suggests that full, optimal functioning/flourishing extends beyond mental health and must include physical functioning. The author argues that mindfulness and embodiment will result in further flourishing and supports this stance by reviewing past and current research. Lifelong learning for flourishing through mindfulness and embodiment must be adopted by the individual personally and professionally. They will develop certain qualities including, but not limited to, self-discipline and persistence through this process. Other skills that may be developed will be discussed. Assessment in terms of wellbeing has been covered almost entirely in the direction of brain to body. Reliable tools need to be developed to assess the direct effects of the body on the brain.

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Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.