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- Vol 4 RE: Chapter 24
emotional regulationhuman flourishingeudaimonic well-beingself-determinationvalues-based actionmindful parentingcultural responsivenessJournal editorial Evidence summaryAt a glance
This editorial introduces a Frontiers research topic on emotional regulation and human flourishing, arguing for dialogue among psychological, philosophical, educational, and ethical perspectives.
Key ideas
Rather than treating emotions simply as disruptions to reason or defining regulation only as feeling better, the contributors ask how emotional responses can be understood and shaped in relation to meaningful goals, motives, values, action, virtue, and conceptions of a good life. It surveys the collection’s work on affectivity beyond narrow emotion categories, comparisons of contemporary regulation models with classical thought, self-determination and eudaimonic functioning, Magda Arnold’s idea of the self-ideal, mindful parenting, culture, and educational implications. A recurring distinction is between hedonic aims, such as pleasure or immediate relief, and flourishing understood as growth, meaning, relationships, agency, and living well. The article is an editorial synthesis, not an empirical test or intervention review, so its claims organise questions and perspectives rather than establish causal effects.
Why it matters
For educators, it suggests that emotional learning should include appraisal, reflection, motivation, values, and constructive action, while remaining sensitive to culture and avoiding reduction of well-being to emotional control.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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