Abstract

This article offers a theoretical investigation of the educational value of gratitude. We make the case that it is possible to learn from and through gratitude experiences. More specifically, gratitude experiences include understandings regarding and a reflective awareness of the value, contingency and vulnerability of certain goods as well as one's dependency in relation to these goods. We argue that such experiences can transform one's outlook on life in a sense that is educationally relevant and valuable in relation to one's flourishing. Building on this, we claim that gratitude can contribute to the development of wisdom. However, since the interpretations of the world inherent in gratitude can be epistemically inaccurate and/or morally inappropriate, gratitude experiences must also be guided by wisdom. Instead of blindly accepting the perceptions implicit in gratitude experiences, people must reflect on these with genuine care for the truth and for justice. We suggest that educators can bring their wisdom and concern for justice to bear in stimulating and guiding others' gratitude experiences in a desirable manner, especially in the case of young people, whose reflective capacities are still developing. We conclude that gratitude experiences should be recognized as a potential source of educationally valuable forms of awareness and insights.