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Purpose: Educational approaches that advocate “well-being,” the “whole child,” “social and emotional learning,” “character,” and the like emphasize human development beyond the acquisition of knowledge and skills. These approaches vary widely in their views of human nature, their visions of a good life, and their prescriptions for educational practice. This article maps out heterogeneous contemporary approaches to “well-being” and related constructs, thereby allowing researchers, educators, and policymakers to understand the divergent assumptions made by the proliferating approaches to education that go beyond academics. Design/Approach/Methods: This article presents results from a 2-year project, which included interviews with advocates of different approaches and review of key literature about eleven educational approaches to “well-being,” the “whole child,” “social and emotional learning,” “character,” and similar noncognitive ends. Findings: The article argues that any educational approach to “well-being” and related constructs must respond to four questions: whether humans are bundles of discrete competencies or integrated wholes, what the appropriate relation is between individuals and society, the relative importance of instrumental and intrinsic goals, and the importance of an overarching purpose for one’s life. The analysis reviews how eleven contemporary approaches address these four questions. Originality/Value: Despite the global proliferation of divergent approaches to “well-being,” the “whole child,” “social and emotional learning,” “character,” and related constructs in education, there are no comprehensive frameworks for understanding the alternatives and their key assumptions. This article organizes the globally proliferating educational movements that promote “well-being,” making sense of a confusing set of alternatives. We also argue that any comprehensive approach to education that goes beyond academics must consider the four questions that we identify.

Berries have shown several cardiovascular health benefits and have been associated with antioxidant functions in experimental models. Clinical studies are limited. We examined the antioxidant effects of freeze-dried strawberries (FDS) in adults [n=60; age: 49±10 years; BMI: 36±5 kg/m2 (mean ± SD)] with abdominal adiposity and elevated serum lipids. Participants were randomized to one of the following arms: low dose strawberry (25 g/day FDS), low dose control beverage (LD-C), high dose strawberry (50 g/d FDS), and high dose control beverage (HD-C) for 12 weeks. Control beverages were matched for calories and total fiber. Plasma antioxidant capacity, trace elements (copper, iron, selenium, and zinc), whole blood glutathione (GSH), and enzyme activity (catalase, glutathione peroxidase, and glutathione reductase) were examined at screening (0 week) and after 12 weeks’ intervention. At 12 weeks, plasma antioxidant capacity and glutathione levels were higher in the strawberry versus control groups (low and high dose FDS: 45% and 42% for plasma antioxidant capacity and 28% and 36% for glutathione, resp.); glutathione was higher in the high versus low dose strawberry group (all p