Well‐being at the crossroads of the unconscious, preconscious, and reason in higher education

Abstract

Well‐being has become a prominent theme for higher education in North America. This paper explores how we might best understand well‐being in higher education, given the premium it puts on rationality and critical thinking, in light of insights from psychodynamic theory. The author presents a brief history of the concept of well‐being in psychology and higher education, how the unconscious came to be barred from current discourse, and how it might re‐establish its place if reframed in terms of the preconscious and sublimation. The author then discusses key concepts from transformative education theory and mindfulness practice, which have had explicit presences in higher education theory and practice, for the helpful roles they might play in bringing this about, since at their borders, the unconscious makes its presence known. Finally, the author poses a way that rationality and depth psychology may co‐exist in higher education and bring about fruitful educational results.

The student experience in higher education reshaped by the pandemic: The autoethnographic perspective of a business school staff member

“…Well-being can be defined as a sense of satisfaction and happiness, a healthy mindset conveying its perspective of an authentic, future, accomplished self (Sherman, 2021). Cooper (2016) defines it as fair, equitable consideration of all people contributing to their capacity and growth in synergy with others without disadvantaging their peers.…”

“…The literature investigated how some phenomena relate to a "nonconstructive, emotional experience" that negatively affects the students' academic life (Sherman, 2021, p59). The consequences on the students appeared to be a lack of engagement with the social, extracurricular life and an outburst of negative feelings (stress, depression, anxiety) leading to mental health issues as well as alcohol, drug and violence (Sherman, 2021). These problems affected students as well as their parents, who might have experienced similar issues, job loss, and financial pressure (Brooks et al, 2020); Social distancing was also a factor resulting from the Covid-19 context that aggravated the situation.…”