Reflect 2 - Dr. Jay Kimiecik PDF

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Dr. Jay Kimiecik...

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KNH 214 Connective Thought Paper 2 People experience a decline in their overall well-being when they face mild or chronic challenges regarding their finances, relations, and health. A failure to address these adversities will conflict with opportunities for optimal well-being and lead to distress. Well-being is a dynamic concept that people apply when describing the of quality of their lives. With the help of Ryff’s research and Aristotle’s view of Eudaimonia, I have come to the conclusion that wellbeing encompasses several aspects of life, like purpose and growth, and is affected by the capacities we are born with (2004, p. 1384). If there are proper resources present, an individual is largely responsible for the skills that will allow him or her achieve full potential. Government also serves a role in the acquisition of potential because it should encourage and protect the pursuit of human dignity and well-being, so under policies and laws citizens must have the opportunity to attain Nussbaum’s ten Central Capabilities (2013, p. 33). Over time and borders, it is evident that well-being is not defined identically, but it is best described as the having the means and desire to flourish in life with influences from institutions, such as family and education. The education system in the United States is a failure in that it does not contribute to achieving well-being. School reform concerns itself more with quantitative results of test scores than production of a quality education that will further enhance our capabilities. My high school stressed a high graduation rate over providing students with resources to cultivate intrinsic motivation and individuality. Kimiecik (2010) studied how humanity loses value without the development of sense or feel (117). Secondary education does not recognize Nussbaum’s capability of sense, imagination, and thought. Prior to entering college, my education negatively

impacted opportunities for reaching a high degree of well-being, but post-secondary school has opened new doors that are beginning to alter my perspective. Currently, secondary education hinders the curiosity, individuality, and imagination we are born with and impacts the ways in which well-being is experienced. Relationships among immediate family are an important factor in one’s development. Some people believe family significantly hinders well-being because of the illusion created by love and the will to oblige. The connections among my family were strong in communication and support, and they emphasized my own pursuit of a fulfilling life. Scabini (2016) believes individual well-being within eudaimonic well-being is sought for so intensely that family relationships realize potential if there is a presence of connection, engagement, and meaning (41). Some people may be blinded by the accommodations they make and the love they have for their family, but my family relationships positively impacted my well-being and promoted personal growth and purpose in life. In some cases, family relationships can negatively affect development, but all institutions influence development and attainment of well-being. If an institution, like education, puts someone at a disadvantage, then there are other institutions that will provide other opportunities to reach a fulfilling life of health and well-being.

References Nussbaum, M. C. (2013). Creating Capabilities: The Human Development Approach. Cambridge, MA: Belknap Press. Ryff, C. D., Singer, B. H., & Dienberg Love, G. (2004). Positive health: connecting well-being with biology. Philosophical transactions of the Royal Society of London. Series B, Biological sciences, 359(1449), 1383–1394. doi:10.1098/rstb.2004.1521 Scabini, E. (2016). Family Relationships: A long-lasting source of well-being. Community Psychology in Global Perspective, 2(1), 36–51. doi:10.1285/i24212113v2i1p36....