Online research in philosophy

This paper argues that the agenda for positive psychology laid out by Christopher Peterson and Martin Seligman in their massive work Character Strengths and Virtues: a Handbook and Classification (New York: Oxford University Press, 2004) might be improved by making several conceptual changes: 1) by developing general concepts of virtue (singular), and of positive health to clarify the relationships between specific virtues and competing conceptions of positive health; 2) by aligning the project more firmly with eudaimonistic accounts of virtue that fit comfortably with scientific psychology; and 3) by aligning the project more firmly with the health sciences than with ethics and philosophy generally. The paper was developed from a talk prepared for the Working Conference on The Philosophical History of Character Strengths and Virtues, The University of Pennsylvania, September 2-4, 2004. It is currently under review for publication in a book of papers coming out of that conference.

This article presents a skeleton of a potential paradigm of human flourishing and happiness in a free society. It is an exploratory attempt to construct an understanding from various disciplines and to integrate them into a clear, consistent, coherent, and systematic whole. Holding that there are essential interconnections among objective [...].

In the history of Western philosophy, questions of well-being and happiness have played a central role for some 2,500 years. Yet, when it comes to the systematic empirical study of happiness and satisfaction, philosophers are relative latecomers. Empirically-minded psychologists began studying systematically the determinants and distribution of happiness and satisfaction – understood as positive or desirable subjectively experienced mental states – during the 1920’s and 30’s, as personality psychology emerged as a bona fide subdiscipline of psychology shortly after World War I (Angner, 2005a). The first philosopher to take this literature seriously, to my knowledge, was Nicholas Rescher (1972). The topic reappeared in the philosophical literature in the 90’s, as L. W. Sumner (1996) developed his account of well-being as life satisfaction in a manner that appears to have been inspired by the empirical literature, and again in the 00’s, when a number of younger philosophers, apparently independently, turned to this literature in order to examine how it can inform, and be informed by, moral philosophy and philosophy of science (Alexandrova, 2005; Angner, 2005b; Haybron, 2000; Tiberius, 2006).

Research examining the possible effects of deceptive research participation on participants' perceptions of psychology has yielded equivocal results. The present study's goal was to clarify the possible effects of participation in mildly deceptive research on participants' impressions of scientific and applied psychology. Participants (N = 112) were randomly assigned to one of six experimental conditions: active groups receiving negative, positive, or no feedback, or passive groups receiving negative, positive, or no feedback. Following participation, participants completed measures of impressions of psychotherapy and psychotherapists, researchers, and instructors. The manipulation did not affect attitudes toward psychology on any of the dependent measures, although gender effects resulted on one measure. Participants in general reported very positive attitudes toward the science and practice of psychology. Recommendations are offered for future research on the effects of more extensive deceptions.

Recent media reports about new programmes for 'happiness lessons' in schools signal a welcome concern with children's well-being. However, as I shall argue, the presuppositions of the discourse in which many of these proposals are framed, and their orientation towards particular strands of positive psychology, involve ideas about human life that are, in an important sense, anti-educational.

There are enigmas of defining happiness and of discerning what it is that really makes a life go well for someone – topics that positive psychologists have not adequately addressed to date. And this is despite the fact that Ed Diener sees positive psychology as “the endeavour by scientists to answer the classic question posed by philosophers: What is the good life?” What is rarely mentioned by positive psychologists is that, depending on how the specific happiness questions are worded, they can adopt what philosophers see as radically divergent conceptions of happiness.

Positive psychology is the study of the conditions and processes that contribute to the flourishing or optimal functioning of people, groups, and institutions. In this brief introduction, the authors give examples of current work in positive psychology and try to explain why the positive psychology movement has grown so quickly in just 5 years. They suggest that it filled a need: It guided researchers to understudied phenomena. The authors close by addressing some criticisms and shortcomings of positive psychology, such as the relative lack of progress in studying positive institutions.