The research on happiness, subjective well-being or overall satisfaction with your life is also an empirical question. Analyses of being happy donot only focus of overall happiness, but look much more into the details of happiness. Beyond the tricky longitudinal observations of happiness it is common scientific practice to deal with subdomains of happiness like satisfaction of employees with their job, satisfaction with one’s job beyond the honeymoon and hangover effect, best known from family studies.
Each of those subdomains has a significant effect on overall happiness. The novel “Happy Life” by David Foenkinos is an interesting example which focuses mainly on the subdomains of job satisfaction, satisfaction with private and romantic partners as the major domains of a happy life. As developed in the novel, people make job changes to re-orientate professional careers or reset their private life. A low point on the happiness scale in one domain might be compensated by higher levels in another domain. These impact from one domaine to another might have substantial time lags involved as well. More drastic resets (à la Foenkinos) can be avoided through focus on other subdomains of overall happiness as well.
How happy are you with your housing situation, neighborhood, your pet, your physical health? There a multiple +/-spill-over effects to overall happiness. Reading a novel might be one as well, just take time reserved to yourself.(Image BnF expo “women in sport”, 20024)
Digital Museum
Paris has lots of museums to visit. At times, this can lead to a kind of mental overload. The ” Musée Marmottan Monet, in Paris allows to take home a digital and printed copy of your preferred, your own curated collection of images from the museum. This is a great learning experience. You scan the number of the item you want to include and a specialized application retrieves the image of the painting or object from their database into the App. After the visit you take a break in the café in the garden and sort your collection and if you like have it printed within a couple of minutes after you paid for the print or digital version. Upon special request I was told that I am allowed to share the link to the small booklet even on the web (Link to pdf below).
Since the visit to the Musée Marmottan Monet we have come back to the digital and printed versions several times and reading of accompanying texts and perfect quotations of origin make learning about art a fun experience. Going back to lived experiences makes more lasting impressions on our memories. Knowledge coupled with emotions is a powerful way to memorize. Sharing the experience with other persons like the readers of this blog is an additional advantage. Attentive readers of the blog entries will find references to many of the themes dealt with over the years in this series of blog entries. Such topics are: gender and art, technology and society, reflections on time, life courses, inequality, art history, funding of artists, lifelong learning or beauty.
(Booklet below in German LINK-pdf of 6MB. The app allows many language versions. You can produce those yourself from you collection within the App) 
Nutrition Competence
Nutrition is a good example of how a long lasting disregard in education and learning systems has led to huge medical costs for individuals and societies nowadays. The obesity pandemic calls for urgent action and policy changes in the field of nutrition policies and learning goals for children and adults. Medical doctors have mostly discarded that it is also their responsibility to provide medical guidance on nutrition, as this is highly controversial at times and asks for behavioural changes of the patient. School teachers see little scope to act on the issue due to increasing demands in fields of literacy, numeracy, problem-solving, digital and communication skills. Hence, the hope is to fill the instruction and learning gaps with a hybrid approach of nurses taking on both roles and communicate with children as well as adults alike. This is a tough challenge for these persons, but hopes a high that they can make a significant improvement to the nutrition competences of individuals, pupils, their parents and specific target groups.
The starting point is to recognize that there is an issue with nutrition. The next to establish the best evidence and based on this to develop a curriculum for the nurses to be well-prepared for the challenge in the field. Even with the differentiation of different levels of competences, the learning has to be rather encompassing several related fields as well. Individual, behavioural as well as society-level factors like biology, technology, religious beliefs, economic and social factors determine nutritional choices and consumption. Just because there are so many factors to consider does not justify to keep nutrition out of school curricula for example. Nutrition is a fine example of a topic which links disciplines across a broad range. It is a tasty, at times spicy mixture of issues to learn and apply. The former is the beginning, the latter the real challenge which needs ample and repeated guidance or coaching. (Image: Extrait of Abraham Mignon, 1640-1679, Undergrowth with flowers, animals and insects, MRBA Brussels) 
Competence Nature
Nature can be approached without competence. Emotional attachment is fine. If we delve deeper into the issue, we realize that a lot of processes that have evolved over years or even centuries are hard to study. The learning about nature is manifold and many scientific disciplines deal with nature in the broad sense of the word.
Today the study of nature is scattered across so many disciplines that an overall view of the field seems hard to achieve. This creates a problem to teach a competence to deal with topics around nature. Water, air, species, soil, climate or reproduction are all topics in which we have to make far-reaching individual and collective choices. This requires adequate competences to allow judgments about opportunities and risks involved.
For more than 100 years now we have researched education systems and processes, but the competences to talk and explain basic processes in nature are still scarce. Classification systems are a static way to sort nature into categories. Processes of evolution and development have more or less human input.
We all gain if we keep an eye on education and learning processes that have been applied years ago. The field of the history of education provides clues about some forgotten approaches. Learning about nature and how to acquire competence in the field has been an issue in this field for at least 100 years. It is time to test some of these approaches again to see what went wrong in learning about nature. Man-made climate change is only at the end of a causal chain of things and people moving in the wrong direction. We probably have to press the reset button and start from scratch with the learning and the tracing of wrong decisions. Maybe, the start is the appreciation of a splendid bouquet of flowers. Want to know more? Try to grow and assemble them yourself. 
Competence Gardening
Primary Schools in Berlin have the possibility to participate in the “Gartenarbeitsschule”, the school with learning goal of gardening. It is an interesting option to go out into the real world and deal with nature, sustainability, consumption, climate and many other topics. Voltaire could complement the curriculum in philosophy with his biographical links to gardening. The access to the fields is easy next to one of the central train stations and a larger urban reforestation project as just one example of the 15 overall in Berlin in 2024. (Südkreuz, Südgelände). Hands-on experience of gardening can address multiple forms of problem-solving competencies. Beyond the use of AI, a major advantage is the possibility to train collaborative problem-solving. Beyond the multifactorial approach in determining what to plant, the organization of the implementation and individual contributions towards the realization, all these elements are learning goals. The scope of learning qualifies gardening for learning well beyond primary school as well. It is a nice example of lifelong and lifewide learning even a hundred years after their wider applications in Berlin.
Narratives
In psychology it is a long-established field to study narratives of persons as they age. To make sense of individual narratives might even be considered as one of the foundations of psychological research since its starting times. “The Cambridge handbook of cognitive aging : a life course perspective” has 2 entries that enlighten the issue of personal life stories or narratives. We have to consider the importance of our personal past to the construction and reconstruction of our personal narratives. As persons age reconstruction of narratives becomes a more frequent exercise as life experiences and new evidence continue to accumulate. The chapter on “narratives and identity” supports the view of plasticity in old age, which means that narratives and identity are an adaptive process. “Processes of evaluation and reinterpretation of personal memories enable people to maintain a sense of self”. The importance of recalling personal life events and positive self-regard is a well-established link in this research tradition. The self-memory system consists of the autobiographical memory, the self-concept and the working self as its components. It is evolving in most persons as part of the construction and reconstruction of the self, as well as narratives of it.
As persons age our brain and memory functions age as well. This starts earlier than most people expect. “Many studies in gerontology have shown that being able to remember, evaluate, and integrate personal memories and thereby dynamically maintain identity is related to mental health and well-being in later life (Westerhof et al., 2010).” (p.392). Reconstruction of narratives is a process that is hard work for our brain, therefore as people age many seem to shun away from these tasks. It is easier to clinch on to the old narratives of the self.
The chapter on emotion recognition and aging of the social brain summarises the research (p.369) by Ruffman et al. (2012, 2016) which shows that older persons were not as good as young persons to detect lies due to difficulties with emotion recognition. “Finally, we examined right-wing authoritarianism (Ruffman et al., 2016), that is, the tendency to hold conservative social attitudes (e.g., believing that women should have to promise to obey their husbands when they get married). Older adults had more pronounced right-wing attitudes than young adults, and even within the older adult group, these attitudes were entirely explained by their worse emotion recognition”.
The causal link, however, is less clear. The positivity bias in old age might be a major factor. The positivity bias describes the fact that older persons prefer to look at positive stimuli and avoid negative stimuli. The evidence is rather inconclusive about this effect. Probably persons have a positivity bias all along their life course as part of their personality traits. The other explanations of brain region decline and activation seem to receive a bit more empirical support (p.375). In any case, men seem to be even at higher risks.
Archives of personal diaries, letters, correspondence of persons are a valid additional source to study the process of the construction and reconstruction of the self. Biographical accounts of life histories serve as empirical material to analyse narratives and historical validity of narratives. The better the story, the more scepticism should be applied. 
Generationswechsel
In den öffentlichen Bibliotheken ist ein Generationswechsel der Besuchenden überfällig. Traditionell finden sich 4 unterschiedliche Gruppen von Personen in den öffentlichen Bibliotheken wieder. Da sind (1) die bildungsaffinen Rentenempfangenden, (2) die Eltern mit Kleinkind(ern), (3) Wärme- oder Kühle suchende Menschen der Umgebung und (4) die Schul-, Hochschul- oder Examensvorbereitenden. Soziologisch betrachtet ist das ein interessantes Aufeinandertreffen von gesellschaftlichen Randgruppen.
Die „Neue Zentralbibliothek im KAP1“ (Düsseldorf) hat aus diesen meist unverbunden nebeneinander operierenden Gruppen eine kommunikative Gemeinschaft produziert. Aktion und Interaktion ist nun angesagt. Der Flyer betont richtungsweisend: „Menschen, Bücher, Räume“. Fortan soll der Mensch und seine Lernfähigkeit im Vordergrund stehen, nicht mehr nur die Bücher. Dazu braucht es meistens anders oder umgestaltete Räume. Lernen war immer schon interaktiv und nur in Teilen allein im stillen Kämmerlein. Dazu braucht es Labs als Lernräume und nicht nur die Stille der „Page-turner“. Lernboxen, Lernstudio, Musikstudio sowie eine „Kreativschmiede“. Dort wird heute gepodcasted, 3D gedruckt und es werden social-media Kanäle entworfen und betrieben, immer schön generationsübergreifend. Voneinander Lernen ist das Motto nicht mehr nur nebeneinander und im Wettbewerb um die beste Bewertung. Kollaboration und gesellschaftlicher Zusammenhalt brauchen neue Räume, dem KAP1 in der Düsseldorfer Zentralbibliothek ist dabei schon viel gelungen. Die zentrale innenstädtische Lage ganz nah am Hauptbahnhof ist ein zusätzliches Asset. Ansonsten hätte ich mich wohl nicht auf der Durchreise dorthin verlaufen. Ein Random-Walk in Bahnhofsnähe, verursacht durch verpasste Verbindungen der Bahn, hat zu einer unerwarteten, bereichernden Zwischenpause geführt. Der Ausblick aus dem Café auf das übliche innerstädtische Verkehrschaos konnte umgeben von Alt und Jung richtig genossen werden. 
Stabi locker
Die Staatsbibliothek Berlin in der Potsdamerstraße macht sich mal richtig locker. Neben all dem gebundenen und gebündeltem Wissen gibt es eine kleine, etwas versteckte Ecke in der richtig gechillt werden kann. Mit aktuellen Tageszeitungen in Papier und online lässt sich gut pausieren. Eine tolle Aussicht gibt es zusätzlich. Selbst eine vorübergehende Schließung wegen überfälliger Sanierung wird die Stabi bei den Wissbegierigen eine wichtige Location vermissen lassen (fehlende Bücher).
Neben Wissensmaschine ist die Stabi eine Lernanstalt erster Klasse. Die Anzahl der mitgebrachten dicken Gesetzbüchern samt Kommentaren lassen einen immer wieder staunen über den Mangel an stillen Lernorten an Universitäten und in Privatwohnungen. Die richtige Lernumgebung befördert den Ansporn, noch eine extra Meile zu gehen. Wissbegierig ja, aber es braucht auch viel Durchhaltevermögen bei ständig wachsenden Ablenkungsmöglichkeiten. Gemeinsam, einsam, allein mit sich und dem Wissen lässt sich vorzüglich dicke Bretter bohren. Das ist ein wichtiger Teil, das Lernen zu lernen. Kunst am Bau und im Bau gibt es gratis dazu. Die Nähe zur Ablenkungsindustrie am Potsdamer Platz, Kinos, Spielbank und Fresstempel kann da getrost auf ihre späteren Opfer warten. Mit Regionalzügen und S-Bahn kommt man von dort rasch wieder weit weg. 
Work Satisfaction
There is an important distinction between job satisfaction and satisfaction with one’s work. Being satisfied with the work you have done or something you created or co-created has become almost a privilege. Production in capitalism has mostly different objectives like rent seeking rather than satisfaction with one’s work. Compromises between both are a major learning process about the functioning of labour markets. Remote work, for some, contributes a lot to more job satisfaction. For others a healthy work environment is the top priority. Many people however focus simply on pay packages and this is often out of sheer necessity to escape poverty eventually. Trades have a tradition to allow satisfaction with one’s work, more than most jobs in industry. Flat hierarchies and subordination to your own standards, rather than pressure from supervisors, are much more common. Recognition of your work adds to the pay you receive. Job turnover is related to job satisfaction but also to satisfaction or even identification with the product of your work.
There is more to work than pay. Recognition in form of winning a price in a competition may help to keep awareness high that pay is only one element of remuneration. “meilleur ouvrier de France“ is such a kind of recognition. It encourages people to try new things and test new ideas. This is a major source of satisfaction with one’s work. We might even feel sorry for someone shouting “I can get no satisfaction”. He probably has to try in a simpler or different fashion rather than to try harder. The city Dijon in Burgundy seems to have a pretty high number of people with high levels of work satisfaction and happy to show it.
Healthy Brain
We’ve got only one brain. Hence, we better take good care of it. There is only a small community in Wales that has got more than one brain, they have got brains. For all others we should like to know what we can do to keep our brain healthy for as long as possible. Scientists try their best to find out for decades. The state of the art is well documented in a study published in The Lancet which followed 64 so-called superagers in the study and 55 in the control group. These superagers are 80 years old persons that have annual brain fitness tests and brain scans (MRIs) that show their brain has a functionality of a person 20+ years younger. Anxiety scores and depression levels seem to be major explanatory factors for reduced grey matter and decline in functionality of the brain in aging. Fewer glucose disorders and hypertension contribute to successful aging of the brain. An active lifestyle and any form of practicing music make you also more likely to be in the group of superagers. Motor control, balance and speed are important to take into account additionally. A good solution to successful aging is “singing in the rain” I would say. In terms of prevention of “brain loss” it seems important to highlight both the pure brain functionality and the importance of exercise to keep sufficient motor control. Get up and walk! That is the answer. Yes. Again. Trying to do it fast is a good way to preserve not only your body but also your brain. 