Happiness is....

Surely this sign should read: 'Unhappiness? try a Therapy' Neal's Yard Remedies are selling remedies for unhappiness, they are selling short term happiness, happiness as a feeling, which allows us to temporarily escape from life's bigger problems.

That's fine, but it is a sad state of affairs. Stepping back out onto the busy pavement with your bag full of therapy and your reciept for a 'holisitic massage' weighing you down is just like when you get home after a shopping spree, an exotic holiday, or a big night out on the tiles, a sudden realisation hits you that, 'shit, all those problems are still there just waiting for me.'

Treat yourself: Get off the hedonic treadmill, find wellbeing through well doing!

Spending our way out of trouble

Heavy borrowing to allow us to 'spend our way out of trouble' has been widely slammed, click here, here and here for example. And I agree it is short-sighted, short term and quite possibly panicked thinking onthe part of the government to cut taxes and borrow more to encourage the public to go on doing the very thing that got us into a mess inthe first place.

If we do not spend money we cause the closure of businesses and job losses, which triggers unemployment and all the anxieties that go with it. In the long run therefore we do need to spend our way out of trouble, it is just what we spend it on that we should be thinking about. If I'm an educator and you spend money to learn something from me, I will (assuming other people want my services too) have an income which I can spend on my rent, my food, my family and my own hobbies. I would, for example, like to spend some money French lessons. For a sustainable economy to exist and thrive we will need people to spend money on each other's ecologically sustainable goods and services. An economic downturn is useful in that it puts outdated and inefficient companies out of business, do we really need Woolworths? When the penny pinches people stop spending money on things they don't really need, people can live without plastic toys (for children and adults), penny sweets, chart CDs and bargain bin DVDs.

Talk of spending our way out of trouble is fine when we are sensible about what we spend our money (and time) on. NEF have a report titled 'Five ways to wellbeing'. Can we build an economy that is not too environmentally demanding and wasteful from these five ways to wellbeing? Here they are:

'Connect... with the people around you. With family, friends, colleagues and neighbours.'

'Be active.... Go for a walk or run. Step outside. Cycle. Play a game. Garden. Dance.'

'Take notice... Be curious. Catch sight of the beautiful. Remark on the unusual...savour the moment.'

'Keep Learning... Try something new. Rediscover an old interest. Sign up for that course.'

'Give... Do something nice for a friend or stranger. Thanks someone. Smile. Volunteer your time.''
My answer: With a bit of planning - Yes. But, we do need to be wary that companies have been selling people highly energy dependent, highly wasteful goods and services that are either paraphernalia for these activities or pseudo-satisfiers. Mobile phones have constantly been sold as ways to connect with friends and family, when in reality they provide a weak and expensive substitute and/or excuse for real connection and contact.

Providing opportunities and genuine, authentic ways for people to experience these five ways to wellbeing while also experiencing them oneself would be (and for many already is) a full time occupation. We have machines now to meet our basic material needs very easily, the robotic element of a utopian dream is in place, we do not need to employ millions of people in food production, manufacturing and construction, we need to employ people as facilitators and generators of wellbeing. If we are to spend our way out of trouble perhaps we should be spending it on the things that genuinely bring us emotional and physical wellbeing, using our talents to help others and ourselves to make a living.

Mark vernon - Wellbeing

By reading this book I was hoping to add to my understanding of what makes me 'well'. Like Vernon, I would rather not use the word 'happy', because happiness has come to mean the 'feeling' of happiness, rather than the overall underlying contentment which is better described by the word 'wellbeing'.

The problem with searching for happiness as good feelings is that life takes on a hedonistic chase for highs, which are usually extrinsically sought. Lows inevitably follow highs when normal life is not satisfying and lacking in meaning. Vernon describes how emotional wellbeing results from well doing. He talks, in depth, about spirituality and transcendence and how they contribute to wellbeing. I have to confess that I sometimes found it hard to follow all of his explorations of Plato, Socrates, Aristotle, Neitzsche and so on and this is my point.

It is only relatively recently that I have really questioned what I ned to feel emotional wellbeing. It is a question that I never really explored in school, at university or with friends and family.

Experience as well as learning has led me to understand that my emotional well being derives from well doing. I like to enjoy my life and I want others to enjoy it too. This is why I have become an Environmentalist and a liver of a materially simple life. I try to enjoy my life without compromising the ability of others to enjoy theirs. In fact I love helping others discover how to enjoy theirs.

An exploration of what brings physical and emotional wellbeing should be at the heart of, not just education for sustainability, but also education in general. We need to think moe about what we want our children to grow up to be. Do we want them to be ultra competitive, materialist, hedonistic consumers, or do we want them to feel that their lives have real meaning, contributing to the common good and so on?

The designers of curriculum should put these questions at the heart of what they do. Books like Mark Vernon's are useful places to start.

SEEd workshop: Schools' role in promoting pupil's well-being

The Council for Environmental Education has rebranded itself as SEEd (Sustainability and Environmental Education). Yesterday SEEd held a free workshop to enable those involved in Environmental Education to explore the DCSF's draft guidance on Schools' role in promoting pupil's well-being. The general feeling surrounding the guidance was that it did not adequately promote the benefits of environmental education for pupil's well-being, particularly outdoor education. Of the seven speakers, who made up the morning session, at least four were there to sing the praises of outdoor education and provide anecdotal evidence of its well-being benefits. To me and too many of those in the room, these benefits were obvious. During the afternoon session, the 50 or so delegates split up into smaller groups and provided a wealth of anecdotal evidence from their own experiences as educators about the well-being benefits of outdoor education they had led or over seen. Bell and Dyment (2008) provide a useful review of the evidence supporting the need for good quality outdoor, green, space for school children and there are many other champions of outdoor education. Evidence of the benefits to well-being of outdoor education needs to be strengthened but you won't find many people who argue against its benefits!

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For me, however, the issue goes deeper. I would argue that we need to consider well-being in two ways. Firstly school pupil's everyday well-being should be improved, by this I mean that facilities, outdoor space, indoor space and conditions must promote, not hinder pupil's academic life. I recently spoke to a teacher in Gloucestershire who is currently holed up in a small temporary classroom. She told me that in the winter she is glad that there is hardly any room for her classes of up to 35 pupils because their body heat warms the classroom. Even so, she is still not warm enough to take her coat off in there! In the summer her portakabin resembles an oven. When the class comes in her first words are 'ok take your shoes off, take your ties off, roll up your trousers!'

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Secondly, and here is where we go a bit deeper, school should prepare pupil's for their future. Well-being and our defintions of it should be a theme underlying everything they do. These formative years are important in helping children not only develop the attributes to live a well-rounded, fulfilled adult life, but also in finding a meaningful and purposeful direction to their lives. School's should help children to find their calling in life. We have to accept that what children learn, outside as well as inside school, shapes their value system. In the current Western world the values young people develop are increasingly hedonistic ones, characterised by strong desires to be famous and popular, materially wealthy and dare I say it individualistic. The impact of this on the short and long term mental well-being of young people, not to mention social and environmental well-being, is worrying

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Hallam et al. (2006) highlight the importance of recognising the difference between happiness as feeling and happiness as authenticity. The focus of their paper is on young people and they point out that ‘The need to be happy - and be seen to be so - is an insatiable drive of daily behaviours for most people’ (Hallam, et al., 2006). Their concern is with the philosophical hedonism that underlies modern western cultural values. They go on to explain their concerns:

Without an evolved framework of values, the search to feel good can lead to unhelpful ideas, for example, how the female body should look, what constitutes educational success, what it means to experience intimacy, the role of substance use in having fun, the importance of popularity for personal worth. Furthermore, when hedonic values determine what clothes to buy, what sex to provide, what aspirations to aspire to and what behaviour is appropriate, it can be extremely difficult for young people to know what it means to be true to oneself (Hallam, et al., 2006).

Hallam et al. (2006) argue that when hedonism shapes value systems, the result is a ‘relentless pursuit of good feelings’. They link this pursuit to materialism and the impact of highly materialistic values on well-being, ultimately questioning ‘whether the best values to model and offer to our youth are the competitive social values of hedonic self-interest’ (Hallam, et al., 2006). Usefully they proceed to uncover an alternative. They draw on the writings of Aristotle and state that:

He proposed happiness and well-being (eudaimonia) derive from well-doing, and that well-doing and well-being are inseparable. Aristotle's notion of a happy or meaningful life was an authentic life in which personally owned ethical values (such as generosity, courage, kindness and justice) under-girded and inspired daily behaviours. Aristotelian or eudaimonic ethical values express who one is, and wants to be, and how one wants to act rather than how one wants to feel (Hallam, et al., 2006).

Having critiqued materialism as a route to happiness in much the same way as James (2008) and Hallam et al. (2006), Durning (2008) argues that:

The main determinants of happiness in life are not related to consumption at all - prominent among them are satisfaction with family life, especially marriage, followed by satisfaction with work, leisure to develop talents, and friendships.

Hallam et al. (2006) describe the work of Erikson (1968) as regrettably forgotten, but draw on his conceptions of generative behaviour:

Erikson (1968) was more specific in proposing that human psychological growth was characterised by the development of identity and meaning. The development, through stages, of generative values (dispositions) - including love, care, willpower, purposefulness, fidelity - provided a basis for identity formation and offered an alternative motivational system to hedonic desires. In this way, generative behaviour was seen to foster meaning, maturity and well-being.

Echoing James’ (2008) critique of Cognitive Behavioural Therapy, Hallam et al. (2006) conclude by suggesting that ‘seeking to gain well-being through the pursuit of happiness may undermine the very happiness we seek.’ They then recommend that:

The challenge is to think of happiness in broader terms than simply feeling good. To be true to ourselves we may need to ensure that generative values supersede hedonic pursuits lest, as a culture, we remain immature, unwell and unhappy (Hallam, et al., 2006).

Environmentalists have begun taking note of the evidence emerging from psychology in regard to the relationship between consumerism, materialism and well-being. The cultural construction of needs and wants by consumerism, the spreading of hedonistic values and the apparent pursuit of the wrong sort of happiness appear to cause a reliance on material goods and services that causes not only environmental problems, but also emotional distress. Is it about time schoolchildren were encouraged to critique current defintions of well-being, happiness and the good life? I would argue that it is.

As mentioned above, we were asked during the afternoon session of the SEEd workshop to recall a time when education had had a positive contribution to ours or someone else’s well-being. The answer to me was simple; it was when I found a calling. I remember being a teenager, not entirely sure about what I wanted to be when I grew up, it was something that frustrated and nagged away at me, I was a worrier. Thanks to an inspirational Geography teacher I gradually realised some of the huge environmental problems facing the world. It may sound cheesy but it was during this time that I began to form ideas about how I should live my life and what I should try and do with my life. I was entirely certain the exact nature of the path that I set out on or where it would lead, but I had found a reason to walk down it and I am still walking down it now, with purpose and well being!

(Please email me for references)