 Conversely, education for human flourishing can be seen as a non-positional good because an individual’s attainment of the intrinsic goods of education (e.g., to enjoy literature, to be intellectually curious) is not compromised by others’ success in this realm; it is not a competitive field. In fact, one’s ability to enjoy the arts might be increased by others’ ability to do so too. An adequacy threshold for distributing educational opportunities directed at human flourishing may therefore be justified. As our educational goals vary, so too might the distributive principles for educational resources need to change.