51�ԹϺ���

What if there is more to well-being than happiness?

That’s the question philosophy associate professor Cheryl Abbate poses to her students. “We all have a life — and some think that this is the only shot we get at a life — and we can live it well, or live it poorly,” says Abbate.

But how does one figure out what living well means? 

“Some say many of us live our lives on ‘auto-pilot’ — thinking the same thoughts, eating the same things, saying the same things to our partners, treating our friends in the same way, day after day,” says Abbate. “What if there were a better way to live — a better way to think, speak, act, and feel?”

To answer those questions, Abbate says we can turn to philosophy. While psychology offers tools to improve how we feel, philosophy prompts us to step back and ask why we pursue those feelings in the first place.

In her course, students examine age-old theories about well-being, purpose, and how to flourish.

The Course: The Philosophy of Well-Being

The course evaluates philosophical theories of the “good life” — ranging from hedonism to objective-list theory (the idea that certain things are intrinsically good for you, whether you enjoy them or not). Students discuss whether there are things other than happiness that contribute to well-being, like friendships, achievement, love, knowledge, or virtue.

Of course, while happiness may not be the only ingredient, it remains a key part of well-being. Abbate points out, “If you're depressed all the time, it's hard to say that's a flourishing life, even if you have many friends.”

Students explore different theories of happiness by trying them out for themselves. These practices include the program, which takes a holistic approach and focuses on social, emotional, and organizational growth. 

Who’s taking it? 

This class is open to students in the Honors College as well as philosophy majors. 

Who’s teaching it? 

Abbate is a moral philosopher whose work extends beyond human well-being. “Much of my research is about animal well-being: how we might better promote animal well-being and how promoting animal well-being might increase our own personal well-being,” she says.

How does it work? 

In addition to exploring philosophical concepts, students learn to apply theories to their own lives. Weekly exercises align with each topic — such as animal well-being or social connections — using practices like gratitude, journaling, and mindfulness.

“Students in my class learn about ‘,’ and they set goals pertaining to the principle of the week. They each have an ‘accountability partner,’" Abbate explains. “[They] complete a writing assignment, which strengthens their ability to self-reflect and helps them to identify their natural strengths, personal limits, boundaries, and which skills they need to do more work on.”

At the end of the semester, the students host a “Wellness Market” on Pida Plaza to share some of the wellness tools they practiced and host mini workshops on gratitude, mindfulness, positive thinking, and living in accordance with one’s values. 

What’s something students might be surprised to learn?

Students are often surprised to consider that happiness is not the be-all and end-all to life. Difficulties can be considered vital to growth and wellness. 

Abbate shares an example of a close friend who reveals they have a terminal illness. That relationship may cause you pain in the end. But, Abbate asks, does that mean that the relationship didn’t contribute to your well-being? Many of her students agree that the friendship was valuable.

“Many philosophers argue that there is much more to the well-being story than how satisfied we feel about our lives,” she says.

What excites Abbate the most about teaching this course? 

Abbate enjoys seeing students set creative and goals to practice the theories they’re learning about outside of the classroom. Seeing students take those intentional steps inspires her to continue to make efforts in her own life, too.

“Seeing the real-life progress students make as they complete the ENHANCE activities,” says Abbate. “Too often, we read books and philosophize without taking any intentional effort to think, act, and speak in accordance with the very theories of well-being we take to be true.”

How does this course connect to students’ future careers?

Abbate suggests that this class may be especially interesting for students pursuing a career in psychology, therapy, or counseling. “It’s important for psychology researchers and practitioners to understand how the psychological concept of ‘well-being’ overlaps with and differs from the philosophical concept of ‘well-being,’” she explains.

The reading list

Abbate recommends books on the power of living in the moment, letting go of dysfunctional ways of thinking, and how we can improve the most important relationships in our lives.

• The Power of Now; Stillness Speaks; and A New Earth by Eckhart Tolle
• The Untethered Soul by Michael Singer
• Meditations by Marcus Aurelius
• A Return to Love by Marianne Williamson