Publications by Year: 2021

While past empirical studies have explored associations between types of primary and secondary schools and student academic achievement, outcomes beyond academic performance remain less well-understood. Using longitudinal data from a cohort of children (N = 12,288, mean age = 14.56 years) of nurses, this study examined associations between the types of schools participants attended in adolescence and a wide range of subsequent psychological well-being, social engagement, character strengths, mental health, health behavior and physical health outcomes. Results in this sample suggested little difference between attending private independent schools and public schools across outcomes in young adulthood. There were, however, notable differences in subsequent outcomes comparing homeschooling and public schools, and possibly some evidence comparing religious schools and public schools. Specifically, there was some evidence that attending religious schools versus public schools was associated with a higher likelihood of frequent religious service attendance and becoming registered voters, a lower risk of overweight/obese, fewer lifetime sexual partners, and a higher risk of subsequently being binge drinkers; however, these associations were not robust to correction for multiple testing. Homeschooling compared with public schooling was associated with subsequently more frequent volunteering (ß = 0.33, 95% CI = 0.15, 0.52), greater forgiveness (ß = 0.31, 95% CI = 0.16, 0.46), and more frequent religious service attendance (Risk Ratio [RR] = 1.51, 95% CI: 1.27, 1.80), and possibly also with greater purpose in life, less marijuana use, and fewer lifetime sexual partners, but negatively associated with college degree attainment (RR = 0.77, 95% CI: 0.67, 0.88) and possibly with greater risk of posttraumatic stress disorder. These results may encourage education stakeholders to consider a wider range of outcomes beyond academic performance in decision-making.

While past empirical studies have explored associations between types of primary and secondary schools and student academic achievement, outcomes beyond academic performance remain less well-understood. Using longitudinal data from a cohort of children (N = 12,288, mean age = 14.56 years) of nurses, this study examined associations between the types of schools participants attended in adolescence and a wide range of subsequent psychological well-being, social engagement, character strengths, mental health, health behavior and physical health outcomes. Results in this sample suggested little difference between attending private independent schools and public schools across outcomes in young adulthood. There were, however, notable differences in subsequent outcomes comparing homeschooling and public schools, and possibly some evidence comparing religious schools and public schools. Specifically, there was some evidence that attending religious schools versus public schools was associated with a higher likelihood of frequent religious service attendance and becoming registered voters, a lower risk of overweight/obese, fewer lifetime sexual partners, and a higher risk of subsequently being binge drinkers; however, these associations were not robust to correction for multiple testing. Homeschooling compared with public schooling was associated with subsequently more frequent volunteering (ß = 0.33, 95% CI = 0.15, 0.52), greater forgiveness (ß = 0.31, 95% CI = 0.16, 0.46), and more frequent religious service attendance (Risk Ratio [RR] = 1.51, 95% CI: 1.27, 1.80), and possibly also with greater purpose in life, less marijuana use, and fewer lifetime sexual partners, but negatively associated with college degree attainment (RR = 0.77, 95% CI: 0.67, 0.88) and possibly with greater risk of posttraumatic stress disorder. These results may encourage education stakeholders to consider a wider range of outcomes beyond academic performance in decision-making.

The question of meaning in life has enjoyed renewed attention in analytic discourse over the last few decades. Despite the apparently “existential” quality of this topic, existential philosophy has had little impact on this re-energized conversation. This paper draws on Kierkegaard’s The Sickness unto Death in order to challenge the objectivist theory of meaning in life. According to that theory, a meaningful life is one replete with objective goods. Kierkegaard, however, exposits four forms of the spiritual sickness he calls despair that are compatible with the possession of objective goods. If this account is convincing, it poses a challenge to the objectivist view, suggesting that a subjective contribution is also necessary to fully account for meaning in life. By a process of negative inference, this paper concludes by sketching out what this subjective contribution might look like and suggests the term “authenticity” in order to capture this subjective element of a meaningful life.

Engaging the thought of the Danish thinker Søren Kierkegaard, I challenge a tendency within the analytic tradition of philosophy on the subject of meaning in life. Taking as a starting point Kierkegaard's insights about meaning in life, the striving needed to attain an imagined ideal self, and his paradoxical conception of the perfection available to human life, I claim that meaning in life is a function of an individual's striving for an ideal self. This continuous effort to achieve myself is marked by suffering, an indispensable part of Kierkegaard's project of identity formation. The imagined grasp of a possible ideal self is essential to this process but insufficient for it because the imagination can only ever glimpse a kind of static perfection, not the lived perfection that only results from willed actualization of an ideal self. The meaning of a human life, then, consists in the suffering that results from a struggle to actualize the ideal I aspire to become in the process of identity formation. I contrast this view with a tendency shared by many contemporary analytic philosophers of meaning in life, for whom meaning in life is constituted by achievement of valued goods, without much attention to one's relation to the process of achieving them. In that respect, I will focus on the position of Iddo Landau. After clearing a number of his misconceptions about Kierkegaard's philosophy, I claim that, for a life to be meaningful, valued goods in life must be complemented by a conscious enactment of the process of the formation of one's identity that includes striving to attain a kind of perfection. I conclude that Kierkegaard's paradoxical account of perfectionism makes him more of an ally to Landau than an opponent.

Happiness is an increasingly prominent topic of interest across numerous academic fields. However, the literature can sometimes imply it is predominantly a modern concern. Relatedly, critics have argued that contemporary scholarship on happiness is Western-centric, yet in so doing can appear to suggest that happiness is mainly a Western preoccupation. However, taking an expansive view of happiness – defining it broadly as a desirable mental experience – one can appreciate that versions of this phenomenon have been of interest to humans across cultures and throughout history. To articulate this perspective, this paper offers a brief overview of 14 different eras, spanning a range of global regions, in each case highlighting concepts and concerns that bear some close resemblance to happiness. In so doing, the paper encourages a deeper and more inclusive understanding of this vital topic.

Growing evidence indicates that a higher sense of purpose in life (purpose) is associated with reduced risk of chronic diseases and mortality. However, epidemiological studies have not evaluated if change in purpose is associated with subsequent health and well-being outcomes.

The article discusses the importance of quantitative empirical character assessment for better understanding the formation of character and for promoting virtue and thereby also human flourishing. Attention is given to a number of challenges in developing character survey items along with criteria for evaluating items and examples of successes and failures in item development. Discussion is also given to future opportunities to include character assessments in large longitudinal cohort studies, to develop scalable character interventions, and to promote the formation of character through various communities.

The article discusses the importance of quantitative empirical character assessment for better understanding the formation of character and for promoting virtue and thereby also human flourishing. Attention is given to a number of challenges in developing character survey items along with criteria for evaluating items and examples of successes and failures in item development. Discussion is also given to future opportunities to include character assessments in large longitudinal cohort studies, to develop scalable character interventions, and to promote the formation of character through various communities.