Character development over happiness: the aesthetic foundation of John Stuart Mill's philosophy of education.

This article critically examines John Stuart Mill's philosophy of education, arguing that contrary to common interpretations, Mill did not view education primarily as a means to promote human happiness understood as autonomous self-satisfaction. Instead, influenced by his mental crisis and a dynamic conception of truth, Mill emphasized education's role in fostering the continuous development of original, unique characters within an open, pluralistic society. The article highlights Mill's rejection of fixed human nature and static ideals of happiness, proposing that his use of utilitarian language was a strategic tactic to facilitate openness rather than an endorsement of traditional utilitarian goals. Mill's educational philosophy thus centers on cultivating individuality and originality through a lifelong, dialectical process involving both pleasure and suffering, challenging prevailing liberal and utilitarian frameworks.