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People’s intentional pursuit of prosocial goals and values (i.e., well-doing) is critical to the flourishing of humanity in the long run. But some of the most socially-beneficial pursuits are often neglected because they are unintuitive. To choose such pursuits people have to apply critical thinking and far-sighted decision-making in the service of...
Contexts in source publication
Context 1
... science, cognitive science, and other behavioral sciences should, therefore, purposefully direct more research towards laying the scientific foundation for enabling and motivating people to do good. Finding ways to empower people to bring about positive change will require scientific insights into the fundamental motivational and cognitive mechanisms that govern whether someone is doing good or ill or remains complacent (see Figure 1). ...
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... progress in this direction might help us solve global problems and secure the flourishing of humanity in the long run. Thus, for the benefit of everyone, more research should prioritize gaining scientific insights that are useful for promoting effective well-doing (see Figure 1). ...
Context 3
... and promoting well-doing is an audacious challenge that calls for integrative approaches that combine methods from different areas of psychology and other disciplines. Psychologists interested in this topic should thus be open to using interdisciplinary approaches and collaborating with researchers from other fields to jointly lay the scientific foundations for helping people improve themselves, actualize their potential to do good, and live in ways that are conducive to the sustainable well-being of future and present generations, themselves, and the biosphere (see Figure 1). These goals should inform which scientific questions we prioritize. ...
Context 4
... flourishing of humanity depends on people's intentional well-doing and our ability to curtail harmful unethical behavior (ill-doing). The framework illustrated in Figure 1 assumes that effective intentional well-doing requires prosocial goals and values, wisdom, and a number of (meta)cognitive dispositions and competencies. These traits and competencies have to be honed through lifelong character development, learning, self-improvement, and skill acquisition (positive personal development). ...
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... includes understanding how people can choose socially and individually beneficial values, set good goals, improve their lives, and make valuable contributions in terms of the underlying moral, cognitive, metacognitive, motivational, and affective mechanisms (I.3, II.2). As illustrated in Figure 1, we postulate that the most critical and most directly relevant cognitive, metacognitive, and motivational components are a) people's values and the mechanisms through which they are learned, chosen, and prioritized, b) goal-setting, c) goal-pursuit (including motivation, planning, and cognitive control), d) learning how to think and how to decide (metacognitive learning), and e) deciding how to decide (metacontrol). To fully answer normative questions about well-doing at the algorithmic level of analysis we would have to identify the optimal psychological mechanisms for these abilities (I.2) and investigate how they give rise to personal growth and effective well-doing. ...
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... path to realizing one's potential for effective well-doing often includes improving oneself and one's life, hard work, and conscious effort for multiple decades (see Figure 1). This raises two sets of interesting questions. ...
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... answer will likely include developing good habits and acquiring new skills and knowledge, critically and positively examining themselves and their life, making significant investments in their character development and mental health, choosing and cultivating their values, training their cognitive and metacognitive abilities, critically examining their motives and preferences, and cultivating wisdom and reason (II.1, I.3). From a normative perspective, the purpose of self-improvement should be to cultivate an excellent moral character and develop into a highly effective person who does the right things as efficiently as possible (see Figure 1). In addition to self-improvement, the path to realizing one's potentials also includes improving one's life (II.3) ...
Context 8
... science, cognitive science, and other behavioral sciences should, therefore, purposefully direct more research towards laying the scientific foundation for enabling and motivating people to do good. Finding ways to empower people to bring about positive change will require scientific insights into the fundamental motivational and cognitive mechanisms that govern whether someone is doing good or ill or remains complacent (see Figure 1). ...
Context 9
... progress in this direction might help us solve global problems and secure the flourishing of humanity in the long run. Thus, for the benefit of everyone, more research should prioritize gaining scientific insights that are useful for promoting effective well-doing (see Figure 1). ...
Context 10
... and promoting well-doing is an audacious challenge that calls for integrative approaches that combine methods from different areas of psychology and other disciplines. Psychologists interested in this topic should thus be open to using interdisciplinary approaches and collaborating with researchers from other fields to jointly lay the scientific foundations for helping people improve themselves, actualize their potential to do good, and live in ways that are conducive to the sustainable well-being of future and present generations, themselves, and the biosphere (see Figure 1). These goals should inform which scientific questions we prioritize. ...
Context 11
... flourishing of humanity depends on people's intentional well-doing and our ability to curtail harmful unethical behavior ( ill-doing ). The framework illustrated in Figure 1 assumes that effective intentional well-doing requires prosocial goals and values, wisdom, and a number of (meta)cognitive dispositions and competencies. These traits and competencies have to be honed through lifelong character development, learning, self-improvement, and skill acquisition (positive personal development). ...
Context 12
... includes understanding how people can choose socially and individually beneficial values, set good goals, improve their lives, and make valuable contributions in terms of the underlying moral, cognitive, metacognitive, motivational, and affective mechanisms (I.3, II.2). As illustrated in Figure 1, we postulate that the most critical and most directly relevant cognitive, metacognitive, and motivational components are a) people's values and the mechanisms through which they are learned, chosen, and prioritized, b) goal-setting, c) goal-pursuit (including motivation, planning, and cognitive control), d) learning how to think and how to decide ( metacognitive learning ), and e) deciding how to decide ( metacontrol ). To fully answer normative questions about well-doing at the algorithmic level of analysis we would have to identify the optimal psychological mechanisms for these abilities (I.2) and investigate how they give rise to personal growth and effective well-doing. ...
Context 13
... path to realizing one's potential for effective well-doing often includes improving oneself and one's life, hard work, and conscious effort for multiple decades (see Figure 1). This raises two sets of interesting questions. ...
Context 14
... answer will likely include developing good habits and acquiring new skills and knowledge, critically and positively examining themselves and their life, making significant investments in their character development and mental health, choosing and cultivating their values, training their cognitive and metacognitive abilities, critically examining their motives and preferences, and cultivating wisdom and reason (II.1, I.3). From a normative perspective, the purpose of self-improvement should be to cultivate an excellent moral character and develop into a highly effective person who does the right things as efficiently as possible (see Figure 1). In addition to self-improvement, the path to realizing one's potentials also includes improving one's life (II.3) ...
Context 15
... science, cognitive science, and other behavioral sciences should, therefore, purposefully direct more research towards laying the scientific foundation for enabling and motivating people to do good. Finding ways to empower people to bring about positive change will require scientific insights into the fundamental motivational and cognitive mechanisms that govern whether someone is doing good or ill or remains complacent (see Figure 1). ...
Context 16
... progress in this direction might help us solve global problems and secure the flourishing of humanity in the long run. Thus, for the benefit of everyone, more research should prioritize gaining scientific insights that are useful for promoting effective well-doing (see Figure 1). ...
Context 17
... and promoting well-doing is an audacious challenge that calls for integrative approaches that combine methods from different areas of psychology and other disciplines. Psychologists interested in this topic should thus be open to using interdisciplinary approaches and collaborating with researchers from other fields to jointly lay the scientific foundations for helping people improve themselves, actualize their potential to do good, and live in ways that are conducive to the sustainable well-being of future and present generations, themselves, and the biosphere (see Figure 1). These goals should inform which scientific questions we prioritize. ...
Context 18
... flourishing of humanity depends on people's intentional well-doing and our ability to curtail harmful unethical behavior ( ill-doing ). The framework illustrated in Figure 1 assumes that effective intentional well-doing requires prosocial goals and values, wisdom, and a number of (meta)cognitive dispositions and competencies. These traits and competencies have to be honed through lifelong character development, learning, self-improvement, and skill acquisition (positive personal development). ...
Context 19
... includes understanding how people can choose socially and individually beneficial values, set good goals, improve their lives, and make valuable contributions in terms of the underlying moral, cognitive, metacognitive, motivational, and affective mechanisms (I.3, II.2). As illustrated in Figure 1, we postulate that the most critical and most directly relevant cognitive, metacognitive, and motivational components are a) people's values and the mechanisms through which they are learned, chosen, and prioritized, b) goal-setting, c) goal-pursuit (including motivation, planning, and cognitive control), d) learning how to think and how to decide ( metacognitive learning ), and e) deciding how to decide ( metacontrol ). To fully answer normative questions about well-doing at the algorithmic level of analysis we would have to identify the optimal psychological mechanisms for these abilities (I.2) and investigate how they give rise to personal growth and effective well-doing. ...
Context 20
... path to realizing one's potential for effective well-doing often includes improving oneself and one's life, hard work, and conscious effort for multiple decades (see Figure 1). This raises two sets of interesting questions. ...
Context 21
... answer will likely include developing good habits and acquiring new skills and knowledge, critically and positively examining themselves and their life, making significant investments in their character development and mental health, choosing and cultivating their values, training their cognitive and metacognitive abilities, critically examining their motives and preferences, and cultivating wisdom and reason (II.1, I.3). From a normative perspective, the purpose of self-improvement should be to cultivate an excellent moral character and develop into a highly effective person who does the right things as efficiently as possible (see Figure 1). In addition to self-improvement, the path to realizing one's potentials also includes improving one's life (II.3) ...
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