This article proffers a personhood-based conception of a meaningful life. I look into the ethical structure of the salient idea of personhood in African philosophy to develop an account of a meaningful life. In my view, the ethics of personhood is constituted by three components, namely (1) the fact of being human, which informs (2) a view of moral status qua the capacity for moral virtue, and (3) which specifies the final good of achieving or developing (...) a morally virtuous character. In light of the ethics of personhood, I will propose the view that a meaningful life is a function of achieving moral excellence or perfection. The moral perfection proposed here, to embody a meaningful life, is of a deontological and satisficing kind. The achievement of satisfactory levels of moral excellence, within sociopolitical and moral limits, captures the essence of a meaningful life. I conclude the article by considering objections against the view proposed here. (shrink)

This book argues for the real possibility of an amelioration of an individual's life within the parameters of available resources, against all odds, or rather in spite of the odds, and against unfavorable economic and political conditions.

I distinguish various ways in which human life may be thought to be meaningful and present an account of what might be called existential meaningfulness. The account is neutral with respect to both theism and naturalism, but each is addressed in several places and the paper's main points are harmonious with certain versions of both. A number of important criteria for existential meaningfulness are examined, and special emphasis is placed on criteria centering on creativity and excellence, on contributing (...) to the well-being of persons, and on human relationships, particularly those pervaded by love. In the light of a conception of intrinsic goodness, the good life is compared with the meaningful life, and the relation between the two notions is explored. I argue that goodness in a life counts towards its meaningfulness and that the goodness of a life is sufficient for an important kind of meaningfulness. I also suggest that the overall notion of rewarding elements in a life—intrinsically good elements that are typically but not necessarily pleasurable—is a significant unifying concept that helps both in understanding existential meaningfulness and in integrating the various kinds of constituents in a life that conduce to its meaningfulness. (shrink)

There can be no such thing as the meaningful life, but only a meaningful life for a particular life as it is lived. Thus, there are meaningful lives, which are lives that make sense and are sufficiently aligned, these two characteristics being honed successively by the limits of a particular contingent form of life, a particular individual of that form of life, and a particular time in the life of that individual. (...) Only the form of a meaningful life may be given, which is sense and alignment, whereas its content may only be determined by the individual whose life it is. (shrink)

This paper discusses the ancient problem of meaningful life. Given the amount of evil and absurdity in the world around us, how can human life be experienced as meaningful? Two traditional approaches to this issue are identified and critically discussed: the life of action and the life of contemplation. It is argued that none of these can resolve the problem in a satisfactory manner. Finally, the notion of guilt is briefly taken up as one (...) potential source of meaning. (shrink)

The article discusses the results of studying the value sphere of the digital generation. The author sets herself the goal of studying the meaningful life guidelines of the digital generation representatives. The author uses the results of students’ surveys of two Chelyabinsk universities for the humanities as a basis for the research. The author uses general scientific methods of analysis and synthesis, empirical methods of observation and questioning. As a result of analyzing the survey data and understanding the (...) activity of young people in social communities, the author comes to the conclusion that material security, freedom, self-expression, and love should be considered as the main values of the digital generation. The meaning-of-life guidelines of the digital generation are more consistent with the values of hedonist philosophers (pursuit of pleasure) and stoics (acceptance of life circumstances). The scientific novelty of the work lies in identifying the features of the value sphere of the digital generation. In the value aspect, the digital generation prioritizes education, career, selfdevelopment, travel and enjoyment of life. It has a focus on individualism, self-presentation in the process of virtual communication. A significant method of self-expression for the digital generation is the vestimentary way of revealing individuality. The digital generation is fully immersed in network communication. Virtual communication makes it possible to quickly exchange information, learn new ways to earn money through Internet technologies, but can lead to distortion of information, relativism in judgments and social deprivation. (shrink)

This paper aims to clarify what we are asking when posing the question of what (if anything) makes a life meaningful. People associate many different ideas with talk of "meaning in life," so that one must search for an account of the question that is primary in some way. Therefore, after briefly sketching the major conceptions of life's meaning in 20th century philosophical literature, the remainder of the paper systematically seeks a satisfactory analysis the concept of (...) a meaningful life that these conceptions all address. (shrink)

Abstract I distinguish various ways in which human life may be thought to be meaningful and present an account of what might be called existential meaningfulness. The account is neutral with respect to both theism and naturalism, but each is addressed in several places and the paper's main points are harmonious with certain versions of both. A number of important criteria for existential meaningfulness are examined, and special emphasis is placed on criteria centering on creativity and excellence, on (...) contributing to the well-being of persons, and on human relationships, particularly those pervaded by love. In the light of a conception of intrinsic goodness, the good life is compared with the meaningful life, and the relation between the two notions is explored. I argue that goodness in a life counts towards its meaningfulness and that the goodness of a life is sufficient for an important kind of meaningfulness. I also suggest that the overall notion of rewarding elements in a life-intrinsically good elements that are typically but not necessarily pleasurable-is a significant unifying concept that helps both in understanding existential meaningfulness and in integrating the various kinds of constituents in a life that conduce to its meaningfulness. (shrink)

Everyone will agree that education ought to prepare young people to lead a meaningful life, but there are different ways in which this notion can be understood. A religious interpretation has to be distinguished from the secular one on which this paper focuses. Meaningfulness in this non-religious sense is a necessary condition of a life of well-being, having to do with the nesting of one’s reasons for action within increasingly pervasive structures of activity and attachment. Sometimes a (...) life can seem meaningless when it is not so in fact. In more extreme cases it may in fact be to some extent meaningless. Equipping young people for a meaningful life is a worthwhile, but not all-important educational aim. Educators should help them not only to see their lives as meaningful but also to lead lives that <are> meaningful. This involves continuous engagement in the nesting of reasons mentioned above. Where autonomy is also an aim, temperamental attunement to possible options – rather than exposure to all possible options – and time to explore them are important considerations. Questions arise here both about social justice and about whether current school curriculum and timetabling arrangements help or hinder pupils in living a meaningful life. (shrink)

It is widely thought that we have good reason to try to be important. Being important or doing significant things is supposed to add value to our lives. In particular, it is supposed to make our lives exceptionally meaningful. This essay develops an alternative view. After exploring what importance is and how it might relate to meaning in life, a series of cases are presented to validate the perspective that being important adds no meaning to our lives. The (...) meaningful life does need valuable projects, activities, and relationships. But no added meaning is secured by those projects, activities, and relationships being especially significant. The extraordinary life has no more meaning than the ordinary life. (shrink)

Trait Selective Abortions (TSA) have come under critique as a medical practice that presents potential disabled infants as burdens and lacking the potential for meaningful lives. This paper, using the author’s background as a disabled person, contends that the philosophy underpinning TSAs reflects liberal society’s lack of a theory of needs. The author argues for a care ethics based approach informed by disability analyses to engage with TSAs.

Nietzsche’s discussions of nihilism are meant to bring into view an intriguing pathology of modern culture: that it is unable to sustain "higher values". This paper attempts to make sense of the nature and import of higher values. Higher values are a subset of final values. They are distinguished by their demandingness, susceptibility toward creating tragic conflicts, recruitment of a characteristic set of powerful emotions, perceived import, exclusionary nature, and their tendency to instantiate a community. The paper considers Nietzsche’s arguments (...) for the claim that we are committed to instituting some set of higher values. The cost of not doing so is vitiating our deepest aim and precluding a central form of happiness. (shrink)

Selon Kirk Lougheed, favoriser une version objective de l’argument du sens de la vie établit une sorte d’antithéisme, c’est-à-dire une perspective qui maintient que l’existence d’un Dieu théiste aggraverait les choses et qu’il est donc plus rationnel de préférer que Dieu n’existe pas. Cette version objective est présentée par Lougheed comme une amélioration par rapport à ma version subjective de l’argument du sens de la vie. Je soutiens que la version de Lougheed ne réussit pas mieux que la version subjective (...) que j’ai développée, puis rejetée. (shrink)

The desire for a meaningful life is ubiquitous, yet the ordinary concept of a meaningful life is poorly understood. Across six experiments (total N = 2,539), we investigated whether third-person attributions of meaning depend on the psychological states an agent experiences (feelings of interest, engagement, and fulfillment), or on the objective conditions of their life (e.g., their effects on others). Studies 1a–b found that laypeople think subjective and objective factors contribute independently to the meaningfulness of (...) a person’s life. Studies 2a–b found that positive mental states are thought to make a life more meaningful, even if derived from senseless activities (e.g., hand-copying the dictionary). Studies 3a–b found that agents engaged in morally bad activities are not thought to have meaningful lives, even if they feel fulfilled. In short, both an agents’ subjective mental states and objective impact on the world affect how meaningful their lives appear. (shrink)

An authoethnography explores the lived experiences of patients being in control and self-managing their chronic illness among their families and friends. Findings show that the current health discourse narrows down people to mere patients and gives rise to tensions. This article indicates that people with one or several chronic illnesses or disabilities are first of all full citizens with needs, values, and drives seeking a meaningful life. Fair possibilities ought to exist to satisfy their needs to belong, to (...) care for and to matter to others since these constitute an essential aspect of being human. (shrink)

(Draft of Feb 2023, see upcoming issue for Chalmers' reply) In Reality+: Virtual Worlds and the Problems of Philosophy, David Chalmers argues, among other things, that: if we are living in a full-scale simulation, we would still enjoy broad swathes of knowledge about non-psychological entities, such as atoms and shrubs; and, our lives might still be deeply meaningful. Chalmers views these claims as at least weakly connected: The former claim helps forestall a concern that if objects in the simulation (...) are not genuine (and so not knowable), then life in the simulation is illusory and therefore, not as valuable as a non-simulated life. Taking up these questions, I argue that in general, the value of social knowledge for a meaningful life dramatically swamps the value of non-social knowledge for a meaningful life. Along the way, I propose a non-additive model of the meaningfulness of life, according to which the overall effect of some potential contributor of value to a life depends in part on what is already in a life. One upshot is that the vindication of non-social knowledge, absent a correlative vindication of social knowledge, contributes either not at all or scarcely at all to the claim that our lives in the simulation might be deeply meaningful. This is so even though the vindication of non-social knowledge does forestall the concern that in the simulation, our lives might be wholly meaningless. (shrink)

Reprint of an article that initially appeared in the American Philosophical Quarterly (2001).

Tabatabai’s theory about the meaning of life can be referred to as active objectivism, where a man plays an important role in achieving the meaningful life, rather than merely discovering the divine view about his existence. If the man chooses the divine purpose from a “real life” perspective as his meaning of life, God’s purpose and man’s purpose will converge in order to shape a meaningful life and the ultimate achievement of Pure (...) class='Hi'>Life. However, if he chooses the unreal counterpart, he will be trapped in an unreal life which is referred to as the “pseudo-meaningful life.” It is necessary that human beings discover the divine purpose with the help of conceptual intellect, define the essentials of achieving the purpose with his practical intellect and ultimately, choose the essentials with his own free will. To achieving compliance of a man’s purpose with the divine goal requires faith and good deeds. (shrink)

Tabatabai’s theory about the meaning of life can be referred to as active objectivism, where a man plays an important role in achieving the meaningful life, rather than merely discovering the divine view about his existence. If the man chooses the divine purpose from a “real life” perspective as his meaning of life, God’s purpose and man’s purpose will converge in order to shape a meaningful life and the ultimate achievement of Pure (...) class='Hi'>Life. However, if he chooses the unreal counterpart, he will be trapped in an unreal life which is referred to as the “pseudo-meaningful life.” It is necessary that human beings discover the divine purpose with the help of conceptual intellect, define the essentials of achieving the purpose with his practical intellect and ultimately, choose the essentials with his own free will. To achieving compliance of a man’s purpose with the divine goal requires faith and good deeds. (shrink)

In this paper. I will explain the key elements of freedom in Beauvoir’s work, and I will show that they acknowledge a process of development and the effects of socialization. This account of freedom, I will argue, makes her view more attractive than the views of other existentialists, which many find to be too rooted in a subject-centered philosophy. However, to make Beauvoir’s views on freedom more consistent with contemporary philosophy, I suggest we read them as offering us a goal (...) to achieve and not a capacity that we have inherently. (shrink)

In a recent paper, Guy Kahane asks whether God’s existence is something we should want to be true. Expanding on some cryptic remarks from Thomas Nagel, Kahane’s informative and wide-ranging piece eventually addresses whether personal anti-theism is justified, where personal anti-theism is the view that God’s existence would make things worse overall for oneself. In what follows, I develop, defend, but ultimately reject the Meaningful Life Argument, according to which if God’s existence precludes the realization of certain goods (...) that seem to an agent to constitute a meaningful life, it is rational for an agent both to believe that personal anti-theism is true and to prefer that God not exist. (shrink)

My purpose in this article is to raise the problem of meaning in sport. The problem has two aspects. One is whether sport has any meaning in itself. The other is about how sport can be a part of a...

Susan Wolf defines a meaningful life as one that is somewhat successfully engaged in promoting positive value. I grant this claim; however, I disagree with Wolf’s theory about why we desire meaningfulness, so understood. She suggests that the human desire for meaningfulness is derived from an awareness of ourselves as equally insignificant in the universe and a resulting anti-solipsistic concern for promoting goodness outside the boundaries of our own lives. I accept that this may succeed in explaining why (...) people want to engage in projects that happen to be meaningful. Nevertheless, I argue that Wolf fails to explain why people have a desire for meaningfulness itself. In other words, she has told us one reason we may be motivated to promote positive value, but not why we personally want to be the people who promote it—why we think it is a good thing that meaningful acts be done, but not why we want them to be our meaningful acts. In detailing my response, I follow Wolf in relating our desire for meaningfulness to a kind of love-based motivation. However, I argue that it has more in common with a selfish form of love than the altruistic kind of love proposed by Wolf. Finally, I suggest an alternative explanation which I believe can more fully account for our desire for meaningfulness: the prospect of disappearing from the universe without a trace makes us anxious, so we pursue meaningful achievements in an attempt to make our own physical deaths less final. (shrink)

The scholarship on meaningful work has approached the topic mostly from the perspective of the subjective experience of the individual worker. This has led the literature to under-theorize, if not outright ignore, the cultural and normative dimension of meaningful work. In particular, it has obscured that a person’s ability to find meaning in her life in general, and her work in particular, is typically anchored and dependent on shared institutions and cultural aspirations. Reflecting on the future of (...) work, particularly on the dangers posed by the threat of technological unemployment, helps us recognize this cultural and normative dimension of meaningful work. I argue that a world with few work opportunities is a world devoid of a core structuring ideal around which our society has organized itself and, as such, will strain our ability to make sense of what it means to find life meaningful. To make this case I show that work operates as a central organizing _telos_ around which our contemporary lives gravitate. Work touches everyone and everything, defining the rhythms of our days and weeks and providing a center of gravity around which our lives are structured. Work constitutes a central dimension of human flourishing. Through work we provide for our material needs, develop our skills and virtues, build community, and contribute to the common good. As such, work constitutes a central organizing ideal in contemporary Western societies, a fact has significant normative force and plays an important role in our finding work meaningful. (shrink)

In their essay 'Living Well', Steven M. Cahn and Christine Vitrano argue that to live a meaningful life all we must do is find personal satisfaction and enjoyment. They argue against other philosophers who claim that 'objectively valuable' activities are what make a life meaningful. There are two problems with what they argue in the essay. The first relates to a particular criticism they make of some of those philosophers taking the contrary view, in regards to (...) the difficulty those philosophers have in deeming what is and is not of objective value. The second is more specifically to do with Cahn's and Vitrano's rejection of the idea that objectively valuable activities are what make a life meaningful, worthwhile. But both problems result from their introducing morality as relevant to what makes a life meaningful or not. (shrink)

Supernaturalism about meaning in life appears plausible insofar it is reasonable to think that a meaningful life can come only from a world in which there is a perfect value of some kind. Call the view that meaningfulness depends on perfection the ‘perfection thesis’. My aim in this chapter is to develop the contrasting ‘imperfection thesis’, the claim that a life that is significant on balance does not require any perfect value. I argue that principles that (...) naturalists have offered (or suggested) in the literature are all implausible. None fits the considered judgments that naturalists themselves would, upon reflection, have about which degree of value is sufficient for a person’s existence to be significant. Working within a naturalist mindset, I demonstrate that a new theory needs to be developed, and I indeed develop one that I believe should be weighed up against the perfection thesis in future work. (shrink)

Therapists and related theorists and practitioners of mental health tend to hold one of two broad views about how to help patients. On the one hand, some maintain that, or at least act as though, the basic point of therapy is to help patients become clear about what they want deep down and to enable them to achieve it by overcoming mental blockages. On the other hand, there are those who contend that the aim of therapy should instead be to (...) psychologically enable patients to live objectively desirable lives, say, ones that involve developing their inherent talents or exhibiting an authentic/strong/integrated self. In this chapter, I argue that neither of these prominent approaches is complete. Contra the former, sometimes what patients want deep down is not something to promote, and, against the latter, it can sometimes be reasonable for patients to want to sacrifice their own objective interests and for therapists to assist them in this regard. I argue that the category of meaningfulness does well at accounting for these counterexamples to the two dominant approaches, while capturing the kernels of truth in them. The proper aim of therapy, I suggest, is to enable patients to live meaningfully. (shrink)

The article examines whether fulfilling one's potential and doing one's best are sufficient or necessary conditions for having a meaningful life. It concludes that they are just contributing factors and can sometimes even diminish life's meaning.

I discuss a learning outcome of the Western Carolina University, Department of Philosophy and Religion, which focuses on a student’s development and pursuit of a meaningful, thriving, well-lived life, as a corrective to the poverty of existential reflection in the academy. We achieve this Socratic goal via a targeted series of assignments throughout the student’s education, a required pro-seminar on the topic of human flourishing, and other elective courses. The self-reflective, narrative assignments are designed to help students develop (...) their own tentative position on a flourishing life, consider whether and how they are pursuing that vision, and articulate meaningful ways to integrate potential vocations with a fulfilling existence. Students are introduced to these questions in introductory classes; take a pro-seminar analyzing various positions on ‘the good life’ drawn from numerous philosophical, religious, and literary texts, with a research paper assignment critically evaluating one position of their choice ; and, in their final year, revisit their earlier ‘meaning assignments,’ examining retrospectively their academic career and personal development, and prospectively their postbaccalaureate life and career. I conclude with some suggestions for programs keen to incorporate a similar outcome into their own curriculum. (shrink)

This chapter contains sections titled: The Bike as a Vehicle for Meaningful Suffering Suffering as the Hub of the Tour de France Share the Road! (And the Pain) Phil and Paul, and the Extension of Meaningful Suffering Of Suffering and Bicycles Notes.

In lieu of an abstract, here is a brief excerpt of the content:Creativity in Teaching and Building a Meaningful Life as a TeacherDavid T. HansenMy point of departure in this essay is the idea that creativity in teaching often has less to do with inventiveness per se than it does with responsiveness. To draw on terms from John Dewey, creative teachers "rise to the needs of the situation" presented in the educational setting.1 They respond well to circumstances not (...) because they necessarily have the pedagogical equivalent of Twyla Tharp's talent for choreography or B.B. King's brilliance on the blues guitar; rather, I want to suggest that creative teachers, at least in many cases, "rise" and do what is needed because they have learned to pay attention both to students and to the subject(s) at hand. In other words, I propose that we consider the idea that creativity in teaching often manifests itself most vividly, if also subtly, in a kind of ongoing attentiveness, by which I mean a dynamic combination of patience, listening, and initiative.I will begin the discussion by first sketching a conception of creativity in teaching centered around the idea of attentiveness. Then I address two [End Page 57] consequences of this conception. The first is that the most suitable models of good practice for new teachers to start with are not the profession's versions, presuming such exist, of Pablo Picasso, Marie Curie, or Michael Jordan. I do not mean that it is uniformly inappropriate to place such models in front of teacher candidates, any more than it would be wrong to put before art students the work of a Cassatt or Rembrandt. However, I will argue that among the best and most consequential initial models are those experiences in which teacher candidates themselves truly listened to the doings of the world around them and heeded what was said, whether the latter "spoke" in the form of a work of art, a human voice or gesture, or the play of wind in the trees. If new teachers take seriously this kind of experience, they can gain a valuable perspective for approaching the long and often difficult process of appreciating teaching's details and engaging them in educational settings. I illustrate these claims by examining a field-based activity that was part of a teacher education program I used to direct.The second consequence of the conception of creativity in teaching I will put forward points to the title of this essay. If new teachers deepen their ability to pay attention and to engage in creative work, they position themselves to receive one of teaching's primary offerings to its practitioners, namely, a life of meaning."Ordinary" Pedagogical CreativityCreativity in teaching can take many forms. We witness it in the structuring of an artful lesson plan; in the logic, flow, and pacing of a dynamic lecture; or in a timely and evocative example or illustration the teacher employs to clinch a point in the midst of a class. All of this is familiar and an important, indeed indispensable, way to think about good teaching. Creativity in practice is associated here, among other things, with notions of expertise and of knowledge gained through experience.However, I want to add to this portrait the notion that creativity in practice can also spring from responsiveness. Rather than issuing solely from what the teacher brings to the educational setting — consider again terms such as expertise and knowledge — creativity can point to what the teacher is capable of deriving or drawing from it. Creativity as responsiveness denotes a form of openness to the setting, which may or may not complement or fit harmoniously with what is preset, prefigured, or anticipated. Experienced teachers would be the first to say that there are times when it becomes educationally vital to shelve a preset plan. There are times when one form of creativity in teaching, embodied in a well-wrought lesson plan, must give way to another form, embodied in what I am calling responsiveness. The art of teaching consists, in part, of balancing these expressions of pedagogical creativity.Let me share the following vignette as a basis for elucidating this point. One morning in March 2002, during which... (shrink)

How can we lead a good life in a world without God? This clear, concise book applies recent thinking in philosophy to the age-old question of what gives meaning to our lives. The prose is simple, the arguments precise, the ideas powerful and thought-provoking. The book deals with many questions: Why does death not destroy the possibility of meaning? In what way is the search for purpose misleading? Why is there not just one thing that is the meaning of (...) life? Why do pleasures and satisfied desires often seem meaningless? What role do our emotions play in discovering that which truly matters? What is the nature of truth? How do our choices and commitments play a part in leading a meaningful life? Is a meaningful life necessarily a happy one? (shrink)

Characteristic of the contemporary field of life's meaning has been the combination of monism in method and naturalism in substance. That is, much of the field has sought to reduce enquiry into life's meaning to one question and to offer a single principle as an answer to it, with this principle typically focusing on ways of living in the physical world as best known by the scientific method. T. J. Mawson's new book, God and the Meanings of (...) class='Hi'>Life, provides fresh reason to doubt both this form and this content and also develops positive alternatives to them. In this critical notice of Mawson's book, I consider several of the central arguments that he gives for a pluralist supernaturalism, explaining why I remain unconvinced. (shrink)

How should we live? According to philosopher and biologist Massimo Pigliucci, the greatest guidance to this essential question lies in combining the wisdom of 24 centuries of philosophy with the latest research from 21st century science. In Answers for Aristotle, Pigliucci argues that the combination of science and philosophy first pioneered by Aristotle offers us the best possible tool for understanding the world and ourselves. As Aristotle knew, each mode of thought has the power to clarify the other: science provides (...) facts, and philosophy helps us reflect on the values with which to assess them. But over the centuries, the two have become uncoupled, leaving us with questions—about morality, love, friendship, justice, and politics—that neither field could fully answer on its own. Pigliucci argues that only by rejoining each other can modern science and philosophy reach their full potential, while we harness them to help us reach ours. Pigliucci discusses such essential issues as how to tell right from wrong, the nature of love and friendship, and whether we can really ever know ourselves—all in service of helping us find our path to the best possible life. Combining the two most powerful intellectual traditions in history, Answers for Aristotle is a remarkable guide to discovering what really matters and why. (shrink)

Yoga teacher, podcaster, and blogger Kori Hahn presents a new-age guide for harnessing the principles of yoga to manifest a better life. The book teaches readers how to develop simple, personalized rituals using techniques such as affirmations, breath work, meditation, journaling, and visualization.