Orientation to Human Flourishing

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By Dr. Daniel T. Lewis 

Original Publication 07/16/2026

Great philosophers, theologians, psychologists, and educators have contemplated the best approaches to human flourishing (Lewis, 2022). Charles H. Spurgeon (1905) understood that humanity’s original state included both purpose and a desire for human flourishing. Fully understood, the pursuit of human flourishing rests on a foundation of faith and epistemology, a framework of freedom and individual liberty, formation through purposeful education and human development, and the successful realization of human flourishing. The four aspects of human flourishing begin with the foundation of faith and epistemology. 

The prevalent view of human flourishing suggests that flourishing arises through the process of fulfilling basic levels of human needs (Davis, 1957; Maslow, 1943, 1954; McGregor, 1957). However, research has found that individual needs and the ways of meeting those needs vary from one person to another (Guadalupe & Freeman, 1999; Nain, 2013). By emphasizing the fulfillment of basic or animalistic impulses, the framework proposed by Maslow may neglect the fulfillment of humanity’s highest aims (Abulof, 2017). Wahba and Bridwell (1976) found insufficient evidence supporting the theoretical construct of a static hierarchy of needs common to all individuals.

Many widely applied theories of human flourishing ignore its biblical foundations (Van Til, 1979). The Bible provides a steadfast and practical system of faith and epistemology that serves as a foundation for understanding and pursuing human flourishing (Lewis, 2022; Schaeffer, 2005; Sire & Hoover, 2020). The foundation of faith and epistemology encompasses the exploration and defense of a biblical worldview, biblical theology and doctrine, and practical guidance for Christian living.

Prioritizing God and aligning one’s life with His will establish a foundation for human reasoning, understanding, and flourishing, thereby making faith an essential component of education (Aquinas, 1485/1952; Aristotle, ca. 340 BCE/1999; King James Bible, 1982, Proverbs 1:7; 9:6; Newman, 1852/2008). Learning equips individuals to adapt to changing circumstances, solve complex problems, and pursue continuous improvement (Kotter, 2012; Kotter & Cohen, 2002; Northouse, 2019). Effective learning contributes to organizational vitality by helping individuals develop competencies that support the accomplishment of shared goals and objectives (Johnson, 2019; Mills & Gay, 2019; Northouse, 2019). The foundation of faith and epistemology anchors and stabilizes the critical framework of freedom and individual liberty.

The recognition of individual freedom provides ethical guidelines for empowerment (Farrugia, 2016; McMahon, 2004). Livermore (2015) identified individualistic cultures as more likely to value leaders who empower their followers. Individualistic cultures also emphasize personal autonomy and hold personal time, freedom, and the individual right to self-determination in high regard (Love, 2007).

During the third millennium BC, Urukagina, a Mesopotamian leader, used empowerment and legal reform to restore freedoms to individuals who had experienced oppression (Cooper, 1986; Foster, 1981; Stephens, 1955). Philosophers associated with the Enlightenment concluded that the expression of individual freedom provides an avenue toward human flourishing (McMahon, 2004).

Outdated leadership models describe leadership as a rigid hierarchy in which followers obey leaders’ instructions without questioning them (Northouse, 2019). Instead of resembling a rigid hierarchy, the realities of leadership and followership form a complex and dynamic leadership-followership conjoint characterized by shared responsibilities (Lewis, 2022). During the empowerment process, leaders begin sharing leadership responsibilities with their followers (Jung et al., 2020). Increased perceptions of empowerment have demonstrated positive correlations with human flourishing (Lewis, 2022).

The recognition of freedom and individual liberty extends from individual choices to limited governance and the development of empowering organizational practices and public policies. Empowerment works best within a system that equips individuals with knowledge and competence while encouraging mutual trust between leaders and followers (Yang, 2015). The formation of the leadership-followership conjoint through effective empowerment requires the transmission of knowledge through education and human development (Lewis, 2022; Northouse, 2019). Effective learning emphasizes the freedom of learners and cautions against the unchallenged promotion of orthodoxy (Mill, 1859/1952). 

Learning is one of the most important processes in human development (Bandura, 1977, 1986, 1997; Erikson, 1950, 1968; Piaget, 1950, 1952, 1954; Vygotsky, 1962, 1978). Through learning, individuals acquire knowledge, develop skills, refine their understanding of the world, and discover their unique abilities and potential (Lewis, 2022). 

During the learning process, the synthesis of faith and reason helps learners expand understanding, while enabling them to make wise choices in life (Adler and Van Doren, 1972/2014, Plato 380 B.C./1952). Establishing the educational process on the foundation of faith and a Biblical worldview cultivates the ability to discern objective truth and prevent cultural decline (Schaeffer, 2005). Furthermore, the Biblical or Christian theistic worldview provides the optimal functional epistemological framework for a purposeful life (Sire & Hoover, 2020 & Wolterstorff, 2002).

Freedom, as expressed in the learning process, promotes the free discussion of diverse viewpoints and ideas (Mill, 1859/1952). Ideal educational environments provide opportunities for learners to explore ideas, evaluate evidence, and develop critical thinking skills (Bloom, 1956, & Dewey, 1910). These experiences encourage intellectual growth while preparing individuals to make informed decisions (Lewis, 2022 & Northouse, 2019). The development of competence benefits both individuals and organizations by improving effectiveness, productivity, and engagement (Lewis, 2022 & Yang, 2015). Research has consistently shown that growth in knowledge and capability supports improved well-being and contributes to more effective organizational outcomes (Duari & Sia, 2013; Sharifzadeh & Almaraz, 2014; Turban & Wan, 2016). 

The pursuit of happiness and the celebration of individualism remain core values and cultural practices within the United States (Moran, 2018; Quamruzzaman, 2013). Almost everyone seeks happiness and fulfillment (Hall et al., 2010). Psychologists often connect a sense of fulfillment, sometimes described as the good life, to the attainment of happiness.

The emotional dimensions of human flourishing involve experiencing pleasure, avoiding displeasure, and discovering satisfaction in life and work (Turban & Yan, 2016; Watanabe et al., 2020). Natural human motivation seeks an enjoyable and fulfilling outcome from life (Marcus, 2000). The biblical philosophy of fulfillment and flourishing maintains that true flourishing arises from a restored relationship with God through the redeeming work of Jesus Christ (Alcorn, 2019).

In contrast, Aristotle (ca. 340 BCE/1999) proposed that a life guided by virtue provides the path to eudaimonia. However, human flourishing, often described as eudaimonic happiness, involves more than the pursuit of pleasure or temporary satisfaction. It encompasses living a meaningful life characterized by a sense of purpose, personal development, self-realization, and sustained engagement in worthwhile activities (Moran, 2018; Ryff & Singer, 2008; Schutte et al., 2013).  

Learning supports the development of each of these dimensions. As individuals gain knowledge and experience, they often develop greater self-awareness and discover strengths, interests, and values that contribute to a stronger sense of purpose. Learning also promotes purposeful personal expressiveness by providing opportunities for individuals to apply their talents in meaningful ways. Furthermore, mastering new knowledge and skills requires persistence and dedication, thereby fostering effortful engagement and supporting continued personal growth (Ryff & Singer, 2008; Schutte et al., 2013). Individual freedom further enhances movement toward human flourishing (Lewis, 2022). 

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