Acknowledgments ix Introduction by Stephen Macedo xi MEANING IN LIFE AND WHY IT MATTERS Meaning in Life 1 Why It Matters 34 COMMENTS AND RESPONSE John Koethe 67 Robert M. Adams 75 Nomy Arpaly 85 Jonathan Haidt 92 Response Susan Wolf 102 Contributors 133 Index 137

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Pride, Achievement, and Purpose

Introduction: Toward Re-Enchantment

A new scale for the measurement of indicators of meaning in life—3IML—was developed and suggested as part of this work. We adapted the perspective of Heintzelman and King (Am Psychol 69(6):561–574, 2014b), according to which indicators for the perception of meaning in life are (a) sense: the feeling that the world around us is coherent and makes sense; (b) spirit: positive affect and good mood; and (c) social relatedness: relationships and connection with others. All the indicators are based on previous empirical evidence. In four large-scale studies with 1087 participants overall, we tested and verified the 3IML as a reliable and structurally sound scale. In Study 1, we verified the factorial validity of the proposed scale using exploratory factor analysis. In Study 2, we conducted a confirmatory factor analysis using structural equation modeling. In Study 3, we tested the nomological network validity against an existing self-report scale of perceived meaning in life and some of its known consequences (increase in optimism, decrease in depression). In Study 4, we established incremental validity of the 3IML scale. Although defining or measuring meaning in life is not easy, the suggested approach to measuring indicators of meaning does not rely on participants' definitions of meaning in life. This approach offers a short, multidimensional measure that conceptualizes meaning in life as lying at the confluence of sense, spirit, and social relatedness.

What Indicates Your Life is Meaningful? A New Measure for the Indicators of Meaning in Life (3IML)

espanolResumen Dada la renovada vigencia que la antigua pregunta socratica: ?como se deberia vivir? goza en nuestros dias -en particular, en el ambito anglosajon y aleman-, no extrana que los diferentes enfoques vengan acompanados a menudo por con sideraciones de indole metodologica. ?Como abordar hoy la proverbial pregunta? ?Con que criterios de correccion deberia cumplir una teoria de la vida buena? ?Es siquiera posible una tal teoria? El proposito de la presente reflexion es contribuir al esclarecimiento de estas cuestiones mediante lo que propongo llamar una apro ximacion indirecta a la cuestion de la vida buena. En el texto se describen y justifican los rasgos centrales de dicha aproximacion, la que se distancia del debate actual entre teorias de la vida buena, al no asumir una serie de pretensiones metodologicas caracteristicas de dicho debate. EnglishAbstract Given the renewed interest that the old Socratic question “How should we live?” has taken in the present day -in particular, in the Anglo-Saxon and in the German world- it is not surprising that the different approaches are often accompanied by methodological considerations. How to deal with the old question today? What correction criteria should a theory of the good life meet? Is such a theory even possible? The aim of this essay is to contribute to the clarification of these issues through what I propose to call “an indirect approach” to the question of the good life. The paper describes and justifies the central features of this approach, which distances itself from the current debate between good life theories, by not assuming a series of methodological claims characteristic of this debate.

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La cuestión de la vida buena: una aproximación indirecta

The relation between academic commitment self-determination and academic achievement in Grade 11 and 12 learners

Meaning in Life and Why It Matters

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Pride, Achievement, and Purpose

Introduction: Toward Re-Enchantment

What Indicates Your Life is Meaningful? A New Measure for the Indicators of Meaning in Life (3IML)

La cuestión de la vida buena: una aproximación indirecta

The relation between academic commitment self-determination and academic achievement in Grade 11 and 12 learners

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