This interdisciplinary course examines what enables human beings to flourish rather than merely survive. Integrating philosophy, psychology, neuroscience, contemplative traditions, and contemporary social research, students explore the conditions that support or undermine human flourishing in the modern world.
The course begins with classical Eastern and Western conceptions of the good life, including Aristotle, Confucius, and Laozi. It then examines contemporary perspectives on happiness, meaning, suffering, relationships, opportunity, physical well-being, attention in the digital age, contemplative awareness, meaningful work, social context, awe, creativity, and play.
Special attention is given to how modern technological environments shape attention, relationships, and identity. Students critically evaluate how distraction, stress, and social pressures affect human thriving.
The course is structured as a reverse classroom. Students engage assigned readings and podcasts before class. Class time is devoted primarily to discussion, applied learning activities, case analysis, reflective exercises, and integrative dialogue.

This interdisciplinary course examines what enables human beings to flourish rather than merely survive. Integrating philosophy, psychology, neuroscience, contemplative traditions, and contemporary social research, students explore the conditions that support or undermine human flourishing in the modern world.
The course begins with classical Eastern and Western conceptions of the good life, including Aristotle, Confucius, and Laozi. It then examines contemporary perspectives on happiness, meaning, suffering, relationships, opportunity, physical well-being, attention in the digital age, contemplative awareness, meaningful work, social context, awe, creativity, and play.
Special attention is given to how modern technological environments shape attention, relationships, and identity. Students critically evaluate how distraction, stress, and social pressures affect human thriving.
The course is structured as a reverse classroom. Students engage assigned readings and podcasts before class. Class time is devoted primarily to discussion, applied learning activities, case analysis, reflective exercises, and integrative dialogue.

Core Texts (selected chapters/excerpts):
• The Happiness Hypothesis – Jonathan Haidt
• The Book of Joy – Dalai Lama & Desmond Tutu
• Man’s Search for Meaning – Viktor Frankl
• The Serendipity Mindset – Christian Busch
• The Good Life – Robert Waldinger & Marc Schulz
• Stolen Focus – Johann Hari
• Wherever You Go, There You Are – Jon Kabat-Zinn (selected excerpts)
• Altered Traits – Daniel Goleman & Richard Davidson (selected excerpts)
• Awe – Dacher Keltner (selected chapter)

Classical Excerpts:
• Nicomachean Ethics – Aristotle
• The Analects – Confucius
• Tao Te Ching – Laozi

Podcast selections may include:
• Hidden Brain
• Huberman Lab
• On Being with Krista Tippett
• The Ezra Klein Show

Core Texts (selected chapters/excerpts):
• The Happiness Hypothesis – Jonathan Haidt
• The Book of Joy – Dalai Lama & Desmond Tutu
• Man’s Search for Meaning – Viktor Frankl
• The Serendipity Mindset – Christian Busch
• The Good Life – Robert Waldinger & Marc Schulz
• Stolen Focus – Johann Hari
• Wherever You Go, There You Are – Jon Kabat-Zinn (selected excerpts)
• Altered Traits – Daniel Goleman & Richard Davidson (selected excerpts)
• Awe – Dacher Keltner (selected chapter)

Classical Excerpts:
• Nicomachean Ethics – Aristotle
• The Analects – Confucius
• Tao Te Ching – Laozi

Podcast selections may include:
• Hidden Brain
• Huberman Lab
• On Being with Krista Tippett
• The Ezra Klein Show