TNDY 407U - Science of Human Flourishing

The Science of Human Flourishing course is based on an interdisciplinary model of human flourishing, a set of innovative pedagogical practices, and a developmentally-informed theory of change regarding how the curriculum and pedagogy might facilitate flourishing in graduate experience. In this course, we not only aim to educate graduate students from various disciplines about the pillars of flourishing and the scientific pursuit of thriving in life, but also intend to provide a collaborative environment in which discussions are facilitated in re-framing the understanding of human flourishing from a transdisciplinary perspective. The theoretical model of human flourishing that we will discuss is developed based on extant theories of well-being and flourishing (Ryff & Keyes, 1995; Seligman, 2011), insights from the fields of social-emotional learning, contemplative science (Goleman & Davidson, 2017), and contemplative education (MLERN, 2012). The Model of Human Flourishing encompasses 5 dimensions: (1) Awareness, (2) Well-being, (3) Connection, (4) Wisdom, and (5) Integration. This course explores these five dimensions through 14 related qualities of flourishing (Figure 1). Students explore this big idea throughout the course and this aspect of the course, and the systems thinking underlying it, developed from conceptions of “secular ethics” (Dalai Lama, 1999). For each of the flourishing topics explored in the classroom, students will learn about the scientific research behind the topic and will form collaborative groups to discuss how their own discipline can contribute to the conceptualization of the matter. In groups, by adopting a design thinking method, students will creatively develop an innovative way to define the flourishing concept from a transdisciplinary perspective (e.g., each student bringing their own discipline’s framework into the definition) and to brainstorm on ways that their definition can be validly and reliably measured and tested. In addition, throughout this course, we adopt the doctrine that to “know” flourishing is to practice and embody the concepts in a direct way through procedural forms of learning and skill development (MLERN, 2012). We accomplish this by engaging students in reflective practices, including formal mindfulness, compassion, and positive practices (Roeser et al., 2014). As opposed to procedural learning, declarative learning is conceptual learning “about” things. We can teach the value of flourishing and the importance of happiness and well-being, but this declarative understanding does not translate into greater happiness or well-being. Procedural learning creates embodied habits and operates through different neural circuits that requires practice. While declarative learning is important to provide a conceptual framework, we lead with procedural learning that provides access to direct experience, and sows the seeds for the development of habits conducive to flourishing.
Units: 4
Course Type: Seminar