Flourishing, understood along Aristotelian or quasi-Aristotelian lines as objective "eudaimonic" well-being, is re-emerging as a paradigm for the ideal aim of education in the 21st century. This paper aims to venture beyond the current accounts and Aristotle's own, by arguing that both suffer from a kind of "flatness" or "disenchantedness" in failing to pay heed to the satisfaction of certain impulses that have been proven to give fullness to our lives: impulses having to do with awe-inspiring emotional attachments to transpersonal ideals. I thus argue that while Aristotelian flourishing is a necessary place to begin, it is not a sufficient one to conclude, a study of human flourishing, either generally or in classroom contexts; it needs to be extended and "enchanted" in order to do so. That venture does not necessitate an embrace of supernaturalism, however.