No abstract

The symbolic meaning of a product can contribute to people's well-being. Previous research (Casais et al., 2016) has identified six distinct well-being enhancing symbolic meanings in products (based on Ryff, 1989): positive relations with others, personal growth, autonomy, environmental mastery, purpose in life, and self-acceptance. To support design activities with a focus on symbolic meaning, the current paper introduces 16 design directions that can be used for ideation and conceptualisation. These directions were developed in a two-stage process. First, 50 product examples were selected for their ability to encourage one or more of the six symbolic meanings. Second, these examples were used as stimuli in individual sessions with seven designers and design researchers. Participants analysed the product examples to infer the underlying design intentions, which were used to formulate the 16 symbolic meaning-focused 'design for subjective well-being' strategies.

The symbolic meaning of a product can contribute to people's well-being. Previous research (Casais et al., 2016) has identified six distinct well-being enhancing symbolic meanings in products (based on Ryff, 1989): positive relations with others, personal growth, autonomy, environmental mastery, purpose in life, and self-acceptance. To support design activities with a focus on symbolic meaning, the current paper introduces 16 design directions that can be used for ideation and conceptualisation. These directions were developed in a two-stage process. First, 50 product examples were selected for their ability to encourage one or more of the six symbolic meanings. Second, these examples were used as stimuli in individual sessions with seven designers and design researchers. Participants analysed the product examples to infer the underlying design intentions, which were used to formulate the 16 symbolic meaning-focused 'design for subjective well-being' strategies.

For a positive global future, it is fundamental to tackle the existing web of psychological, economic, sociological, and cultural processes reflected in current education systems. Confronted with complex issues that are essential to the stability of civilizations, we need more voices addressing a critical analysis of education in its key role. This can result in more people participating as happy, informed, and engaged citizens. This paper introduces the argument for education to promote public happiness (Felicitas Publica) and support global peace, addressing the attainment of the Sustainable Development Goals (SDGs) #3, #4, and #16. It begins by mapping the landscape of promising education-related practices supporting these SDGs and provides recommendations for research and actions. In addition, it presents the work of the UNESCO Chair on Education for Global Peace Sustainability, based at the Universidade de Lisboa, in Portugal, as an illustrative example. With this paper, we hope to convey the input of different branches of psychology that have the common good as their aim and address the positive transformation of our current educational processes.