Work and Human Flourishing

Hinchliffe, Geoffrey

doi:10.1111/j.1469-5812.2004.089_1.x

Cited by 39 publications

(22 citation statements)

References 2 publications

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“…Philosophers and psychologists seeking to continue the Aristotelian tradition of viewing eudaimonia as an objective, rather than subjective, condition have preferred to translate the term as flourishing rather than as happiness (see Cooper, 1975;Hinchliffe, 2004;Keyes & Haidt, 2002;Rasmussen, 1999). A number of the problems in critique stem from their failure to recognize that there is more than one contemporary line of philosophical thought with respect to the understanding of eudaimonia and that these have differing implications for the conduct of empirical investigations pertaining to happiness and well-being.…”

Section: Eudaimoniamentioning

confidence: 99%

Reconsidering happiness: a eudaimonist's perspective

Waterman

2008

The Journal of Positive Psychology

468

316

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Kashdan, Biswas-Diener, and King (2008) provide a wide-ranging critique of eudaimonic theory and research. In this paper, I question whether the timing of their analysis is appropriate given that work on eudaimonic constructs has begun only recently. In an effort to increase the clarity regarding points at issue, both conceptual and operational definitions of hedonia and eudaimonia as two conceptions of happiness are analyzed along with definitions of four conceptions of well-being (subjective, hedonic, psychological, and eudaimonic), and both hedonism and eudaimonism as ethical philosophies. Responses are provided to numerous points in the Kashdan et al. (2008) critique including their claims that work from a eudaimonic perspective (1) does not fully capture the philosophical roots of eudaimonia, (2) is overly abstract, (3) lacks clarity at the point of operationalization and measurement, (4) is overly complex thus preventing meaningful scientific inquiry, (5) provides evidence only for quantitative, not qualitative, differences, (6) is potentially elitist, and (7) misrepresents the moral standing of hedonia and eudaimonia. Evidence is presented in support of the view that hedonia and eudaimonia represent inter-related but reliably distinguishable and qualitatively distinct conceptions of happiness making independent contributions to an array of outcome variables. A set of recommendations is advanced as to how theory-building and empirical research can be strengthened in light of the multiple conceptualizations of happiness and well-being now current in the literature.

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Section: Eudaimoniamentioning

confidence: 99%

Reconsidering happiness: a eudaimonist's perspective

Waterman

2008

The Journal of Positive Psychology

468

316

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“…Moreover, as people constantly reformulate their desired end‐states (Kuo, ), the realization of potential is inherently episodic and expandable, with new potentials arising as older ones are realized (Scheffler, ). Consequently, the realization of potential should be defined as an ongoing process that can only be completed in the continuous undertaking of the activity (Hinchliffe, ; Leclerc et al, ).…”

Section: The Experience Of Untapped Potential As a Subjective Temporamentioning

confidence: 99%

The Experience of Untapped Potential: Towards a Subjective Temporal Understanding of Work Meaningfulness

Boeck

Dries

Tierens

2018

J Management Studies

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In this paper, we propose that untapped potential acts as a subjective temporal meaning‐making mechanism. Using a two‐wave survey design, we examine the relationship between job characteristics, untapped potential, and work meaningfulness in a heterogeneous sample of 542 employees. We found that employees’ perceived amount of untapped potential mediates the effects of skill variety, autonomy, and job feedback on work meaningfulness. This mediated relationship was moderated by the valence employees attributed to their untapped potential. Moreover, decreases in the perceived amount of untapped potential over time were related to increases in perceived work meaningfulness. Our research shows that work that allows employees to move beyond the here‐and‐now by providing opportunities to realize future work selves is experienced as particularly meaningful. We conclude that, if we wish to understand what makes work meaningful for employees in the present, we need to know how it aligns with their self‐perceptions in the future.

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“…That colleagues play a major part in the working life of the beginner is a common feature of many workplaces. Inscribed in relations with others in the workplace, Hinchliffe (2004) claims that there is an ethical nexus, and that this is inescapable and bound up with technical skills. His argument is that the ethical dimension of relationships at work is important for human flourishing and for the quality of work that is done, provided they are not treated in formal performative terms.…”

Section: Personal Purpose In Teachingmentioning

confidence: 98%

“…They are perhaps a more credible conceptual triad (than the SFR triangle of knowledge, skills and values) within which the beginner experiences meaning and purpose. The ethical nexus (Hinchliffe 2004) of these relationships is important in itself, as a performance end as much as means. Building from the earlier small-scale research to the current EPL Project, it has been argued elsewhere (McNally 2006) that the cumulative evidence base suggests a conceptual journey from the prevalence of informal learning to the centrality of identity formation.…”

Section: Personal Purpose In Teachingmentioning

confidence: 99%

Finding an identity and meeting a standard: connecting the conflicting in teacher induction

McNally

Blake

Corbin

et al. 2008

Journal of Education Policy

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This article has the apparently contradictory aims of describing a discourse of new teachers that is at odds with the policy-derived competence-based discourse of the professional standard for teachers, and of also seeking to find some points of connection that may help start a dialogue between policy and research. The experience of new teachers is conceptualised as personal stories of identity formation with a clear emotional-relational dimension and a sense of self and intrinsic purpose in which others, especially colleagues and children, are centralthemes not visible in the standard. The empirical context is that of new teachers in Scotland but the argument is supported through a wider literature that extends beyond the traditional limits of teacher education, drawing on, for example, notions of self-identity, pure relationship and ontological security in the work of Giddens. Whether a more constructive dialogue can begin depends partly on the extent to which the formal standard can be expected to capture the complex, personal nature of the beginner's experience, and partly on the possibility of research identifying particular areas of competence, such as understanding difference, that connect in some way to the standard.

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Work and Human Flourishing

Cited by 39 publications

References 2 publications

Reconsidering happiness: a eudaimonist's perspective

Reconsidering happiness: a eudaimonist's perspective

The Experience of Untapped Potential: Towards a Subjective Temporal Understanding of Work Meaningfulness

Finding an identity and meeting a standard: connecting the conflicting in teacher induction

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