In contemporary Western societies, discussions of “well-being” seem ever-present. Government organizations show increased concern for their citizen’s well-being (e.g. Administration for Children and Families, 2012; National Institutes of Health, 2017), professionals offer strategies for increasing one’s own well-being (e.g. Tartakovsky, 2016; Whitbourne, 2013), and researchers continue attempts to precisify this seemingly unwieldly concept (e.g. Amerijckx & Humblet, 2013; Jones, LaLiberte, & Piescher, 2015). In A Philosophy for the Science of Well-Being (2017) Anna Alexandrova, philosopher and Senior Lecturer in the Philosophy of Science at the University of Cambridge, offers a timely and wide-ranging investigation into the nature and science of well-being.

          A Philosophy for the Science of Well-Being is composed of six chapters, split evenly across two sections. With a brief afterward, the book runs a brisk 156 pages (excluding two short appendices, an index, and a lengthy, expository introduction). Section 1 explores the philosophy of well-being; asking the reader to ponder just what it is that we are referring to, when using the term “well-being”. Chapter 1 considers whether well-being is a single concept or something more complex. Chapter 2 asks whether there is a single, overarching theory of well-being. In Chapter 3, having argued for a contextual view of the concept of well-being and against a grand, high-level theory of well-being, Alexandrova explores the utility of mid-level theories, using the case of “child well-being”.

Section 2 explores the science of well-being. Chapter 4 considers whether well-being can be objectively investigated. Chapter 5 engages with a prominent argument against the measurability of well-being. Alexandrova responds optimistically to these questions, from her contextualist vantagepoint. Chapter 6 explores the strengths and limitations of psychometric research; explicating three conditions for a more fruitful validation of well-being concepts.

As a social scientist, I found both sections to be of tremendous value. Being trained in standard psychometric methodology, Alexandrova complemented my background knowledge from a philosophical perspective. Section 1 expanded my view of the “well-being” debate, introducing me to oft neglected questions about the viability and utility of high-level theories. This consequence is undoubtedly intentional. As Alexandrova notes, “[T]his book is a proposal for reform in both directions: The science of well-being should never pretend to do without philosophy and philosophy should…provide usable tools for science” (p. xvi). In my estimation, philosophers and social scientists will find themselves having a similar experience upon reading the book; a consequence which will only benefit future work on well-being.

          With these comments in mind, I can strongly recommend A Philosophy for the Science of Well-Being. The book will yield its greatest returns among two groups: Those within the field of philosophy (primarily interested in moral philosophy and/or the philosophy of science); and researchers in the social sciences (primarily those interested in social welfare and social policy; as well as measurement). Those outside these two groups will find much benefit from the arguments presented within, but may find discussions of certain topics (e.g. differences in high-level theories of well-being; or components in the evaluation of psychometric research) alien. Fortunately, Alexandrova writes in a clear and coherent fashion. Topics and themes are carefully re-introduced (without redundancy) throughout the book, gently guiding the reader toward new concepts and new connections between topics.

 

© 2018 Daniel J. Dunleavy

 

Daniel J. Dunleavy, M.S.W., Doctoral Candidate; Florida State University, College of Social Work

 

References

Administration for Children and Families. (2012). Information memorandum: Promoting social

and emotional well-being for children and youth receiving child welfare services. U.S. Department of Health and Human Services. Retrieved from: https://www.acf.hhs.gov/sites/default/files/cb/im1204.pdf

Amerijckx, G. & Humblet, P. C. (2013). Child well-being: What does it mean? Children &

Society, 28(5), 404-415.

Jones, A. S., LaLiberte, T., & Piescher, K. N. (2015). Defining and strengthening child well-

being in child protection. Children and Youth Services Review, 54, 57-70.

National Institutes of Health. (2017). Your healthiest self: Wellness toolkits.  U.S. Department of

Health and Human Services. Retrieved from: https://www.nih.gov/health-information/your-healthiest-self-wellness-toolkits

Tartakovsky, M. (2016). 15 tips to boost your well-being and happiness. PsychCentral.

Retrieved from: https://psychcentral.com/lib/15-tips-to-boost-your-well-being-and-happiness/

Whitnourne, S. K. (2013). Five proven keys to improve your well-being. Psychology Today.

Retrieved from: https://www.psychologytoday.com/us/blog/fulfillment-any-age/201312/five-proven-keys-improve-your-well-being