Conceptualising well-being: a critique of something no one can oppose
DOI:
https://doi.org/10.7146/dut.v20i38.149368Abstract
Since 2023, well-being surveys at Danish universities have had potential implications for educational funding. Well-being is mentioned in all development contracts, and there is currently great pedagogical enthusiasm to promote well-being both inside and outside the classroom. This article discusses the current well-being agenda at universities in light of Qvortrup and Wistoft's book Well-being and Distress: Between Victimisation and Empowerment (Dafolo, 2024). The book is based on a critical meta-study of contemporary well-being surveys and the public debate. One of the central criticisms in the book is that well-being research has a one-sided focus on external factors, which may have negative implications for how well-being is addressed in education. Instead, Qvortrup and Wistoft propose to focus on students' inner resilience and life skills as pedagogical goals. The book thus enters into a psychological educational paradigm, which is already present at universities, albiet its significance for the aims and practices of university pedagogy remains underexplored.
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