Much attention is given to student satisfaction in higher education, driven in the UK by accountability mechanisms such as the National Student Survey (NSS) and the Teaching Excellence Framework (TEF). However satisfaction is both limited and limiting, depending on students’ expectations and often associated with the avoidance of difficulty and discomfort. A more appropriate outcome for higher education is well-being and ability to flourish. This paper identifies a gap in undergraduate chemistry education. Talking Chemistry created an extracurricular space for undergraduate chemistry students to build capabilities to flourish through philosophical dialogue about chemistry. It involved 25 undergraduates over one academic year (2018–2019). Drawing on ethnographic observations, questionnaires and in-depth semi-structured individual interviews, we argue that philosophical dialogue in undergraduate chemistry studies opens up opportunities for discomfort that can contribute to students’ capabilities to achieve happiness and well-being by challenging students to think about their subject in new ways. Philosophical dialogue is a missing component of chemistry education, and we present a model for introducing it into higher education.

中文翻译：

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化学教育中的能力建设：通过化学中的哲学对话获得幸福和不适

在英国，由问责机制（例如全国学生调查（NSS）和教学卓越框架（TEF））推动，对高等教育的学生满意度给予了极大关注。但是，满意度是有限的，也是有限的，取决于学生的期望，并且通常与避免困难和不适有关。高等教育的一个更合适的结果是幸福和蓬勃发展的能力。本文确定了本科化学教育中的空白。会说话的化学为化学专业的本科生创造了一个课外空间，以培养通过有关化学的哲学对话而蓬勃发展的能力。它在一个学年（2018-2019年）中招收了25名本科生。借助人种学的观察，问卷调查和深入的半结构化个人访谈，我们认为，本科化学研究中的哲学对话为人们提供了难受的机会，可以通过挑战学生的思考来提高他们获得幸福和幸福的能力。他们的主题以新的方式。哲学对话是化学教育中缺少的组成部分，我们提出了一种将其引入高等教育的模型。