The Objectivity of Wellbeing

Ferkany, Matt

doi:10.1111/j.1468-0114.2012.01435.x

Cited by 37 publications

(6 citation statements)

References 21 publications

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“…Many now agree that QOL is a multidimensional construct, comprised of a combination of objective life measures and qualitative measures of life satisfaction (Atkinson, 2013; Bowling et al, 2003; Diener and Biswas-Diener, 2003; Ferkany, 2012; Netuveli and Blane, 2008; Sarch, 2012; Taylor et al, 2008; Xavier et al, 2003). Ferkany (2012) describes these combined subjective and objective elements as “how well one is doing” and “how things are going”, while Sarch (2012) considers their complementary effects—a reduction in one will result in the diminishment of the effects of the other, and vice versa.…”

Section: Defining Quality Of Lifementioning

confidence: 99%

“…Ferkany (2012) describes these combined subjective and objective elements as “how well one is doing” and “how things are going”, while Sarch (2012) considers their complementary effects—a reduction in one will result in the diminishment of the effects of the other, and vice versa. Raibley (2011) developed a value-centered definition of QOL, using the term “agential flourishing” to encapsulate both subjective and objective elements.…”

Section: Defining Quality Of Lifementioning

confidence: 99%

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Transportation planning and quality of life: Where do they intersect?

Lee

Sener

2016

Transport Policy

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Policy makers and researchers are increasingly recognizing the connections between public health and transportation, but health improvements are typically framed from a physical health perspective rather than considering broader quality of life (QOL) impacts. Currently, there is a limited understanding of the ways in which transportation and QOL intersect, and little is known about how metropolitan planning organizations (MPOs) in the United States are addressing QOL outcomes. This study addressed these gaps by developing a conceptual framework holistically linking transportation to QOL. The proposed framework identified four transportation-related QOL dimensions—physical, mental, social, and economic well-being—which are predominantly influenced by three components of the transportation system: mobility/accessibility, the built environment, and vehicle traffic. This framework then formed the basis for a content analysis of 148 long-range transportation plans in the United States to evaluate the extent to which QOL is being considered in the planning process. The results of the analysis and a follow-up examination of 13 plans revealed that MPOs are inconsistently addressing QOL. Plans primarily targeted QOL enhancement from the perspective of physical well-being, while mental and social well-being were rarely considered. Policy recommendations were provided to more comprehensively integrate QOL into the transportation planning process.

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Section: Defining Quality Of Lifementioning

confidence: 99%

Section: Defining Quality Of Lifementioning

confidence: 99%

Transportation planning and quality of life: Where do they intersect?

Lee

Sener

2016

Transport Policy

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“…298-99. 2 See, e.g., Arneson (1999), Sarch (2011), Ferkany (2012, and Rice (2013). 3 Namely, the one defended in Dorsey (2010) and (2012).…”

Section: Resultsmentioning

confidence: 99%

Against Welfare Subjectivism

Lin

2015

Nous

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Subjectivism about welfare is the view that something is basically good (bad) for you if and only if, and to the extent that, you have the right kind of favorable (disfavorable) attitude toward it under the right conditions. I make a presumptive case for the falsity of subjectivism by arguing against nearly every extant version of the view. My arguments share a common theme: theories of welfare should be tested for what they imply about newborn infants. Even if a theory is intended to apply only to adults, the fact that it is false of newborns may give us sufficient reason to reject it.Some things are basically good for you-good for you, but not solely in virtue of being suitably related to other things that are good for you. Subjectivists about welfare claim that something is basically good for you if and only if (and to the extent that), in a certain familiar sense, it suits or fits you. Some things suit certain people better than others: the symphony better suits aficionados of classical music than it does people who only like jazz. Some things do not suit any normal human being: drinking a can of paint, or spending a year counting blades of grass. Something suits you, in this familiar sense, to the extent that you have (or would, in the right conditions, have) a favorable attitude toward it. Thus, subjectivism says that something is basically good for you just if, and to the extent that, you have a certain favorable attitude, A, toward it under the right conditions, C. Determinate versions of subjectivism specify A and C. For instance, on one version, something is basically good for you if and only if and to the extent that you would desire it if you were fully informed and perfectly rational.

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“…He defines objectively valuable goods to be those that make life worthwhile and are worth pursuing for their own sake. There is some disagreement (as there should be) about the precise list of objective goods, but a common list includes things like enjoyment, mutual friendship and intimacy, accomplishment, personal autonomy, and to some extent, material goods (Ferkany 2012;Rice 2013). The goods Brighouse (2006, 15) has in mind are achieved in activities like "raising children, mastering difficult and complex skills, giving enjoyment to others and enjoying their company, studying great literature, [and] devising great comic routines" and not in activities like hoarding money or things.…”

Section: A Guiding Aimmentioning

confidence: 99%

Quantitative Literacy for the Future Flourishing of our Students: A Guiding Aim for Mathematics Education

Tunstall¹

2017

Numeracy

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In this essay, I examine the extent to which mathematics education and education for quantitative literacy support students' present and future flourishing, a concept that entails realizing objective goods in a life lived from the inside. This perspective requires disentangling philosophical assumptions about the aims of mathematics education, which-in the context of flourishing-I take to be a hybrid of those that have informed curricular discussions over the past two centuries. In the process, I problematize ("make strange") many of the common reasons given for students learning mathematics, including: learning it for one's career, for one's logical reasoning skills, or for its own sake. My conclusion is that, through the end of compulsory schooling, all students should take coursework that fosters quantitative literacy, or the ability and disposition to use, interpret, and criticize numbers as they manifest in daily life. In addition, in the same environment, traditional mathematics should be included and compulsory up to grade eight, but afterward required only insofar as it is necessary for fulfilling one's goals. I pursue this line of argument with full cognizance of sociopolitical elements of mathematics education and other challenges in implementation, noting that appealing to consequences-while fine as a justification for avoiding change in the short-term-is not a tenable justification for doing so in the long-term. I challenge readers to reflect on our ability to empower students for future flourishing, and to consider the role that mathematics has in doing so.

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The Objectivity of Wellbeing

Cited by 37 publications

References 21 publications

Transportation planning and quality of life: Where do they intersect?

Transportation planning and quality of life: Where do they intersect?

Against Welfare Subjectivism

Quantitative Literacy for the Future Flourishing of our Students: A Guiding Aim for Mathematics Education

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