global science for global wellbeing essay 200 words

Gondwana University and Other Exam News

Global Science for Global wellbeing Essay – Check out the Essays of 100-300 words as well as Long Essays!

Global Science for Global wellbeing Essay: Global science is the practice of conducting scientific research and sharing knowledge on a global scale, with the aim of improving the health and wellbeing of people and the planet. It involves collaboration and communication across borders and disciplines, as well as the use of evidence-based approaches to solve complex problems. The concept of global science for global wellbeing is based on the understanding that many of the world’s biggest challenges, such as climate change, pandemics, and food insecurity, are global in nature and require coordinated efforts to address. By bringing together scientists and experts from different regions and fields, global science can generate new insights and solutions that are tailored to local contexts.

Table of Contents

100-word essay on Global Science for Global wellbeing

Global science for global well-being is the idea that scientific research and collaboration can improve the health and well-being of people worldwide. It involves breaking down barriers between countries and disciplines to generate innovative solutions to global challenges, such as climate change, pandemics, and food insecurity. By promoting equity and inclusivity, global science ensures that research benefits all communities, regardless of their location or socioeconomic status. The goal is to create a more sustainable and resilient world, where everyone has access to the resources they need to thrive. Through global science, we can work together to safeguard the health and wellbeing of present and future generations.

300-word essay on Global Science for Global wellbeing

By creating solutions to the problems facing the globe, science plays a crucial role in enhancing global well-being. Global science, which incorporates international cooperation between scientists and researchers, has the potential to speed up the process of achieving Sustainable Development as set forth by the UN.

Public health is one area where global research can significantly influence world well-being. There is a greater demand than ever for effective and efficient healthcare solutions due to the introduction of new diseases and the spread of current ones.

Global science can contribute by producing vaccinations, new medications, and better knowledge of how illnesses spread. Global science, in addition to healthcare, can assist lessen the effects of climate change.

Sea levels are rising, there are more frequent and severe natural disasters, and biodiversity is disappearing as a result of global warming. By collaborating, scientists can create long-term solutions that can lower greenhouse gas emissions and lessen the effects of climate change, such as new farming practices and technologies for renewable energy sources.

Global science can also be extremely important for ensuring food security, especially in underdeveloped nations where hunger and malnutrition are still major problems. Scientists may contribute to ensuring that everyone has access to healthy food by utilizing cutting-edge technologies to enhance agricultural practices and boost crop yields.

Last but not least, global science can aid in expanding access to employment and educational opportunities. Scientists may assist in removing geographic obstacles that keep individuals from accessing chances for education and employment by developing cutting-edge solutions like online learning platforms and remote work technology.

In conclusion, achieving global well-being depends on global science. Together, scientists can create long-term answers to some of the world’s most urgent problems, such as public health issues, climate change, food security, and business prospects.

We must emphasize the discovery of solutions that can benefit everyone, irrespective of their location or socioeconomic standing, and we must maintain our investment in global science.

Check the latest updates below-

Long essay on Global Science for Global wellbeing

Global science for global well-being refers to the practice of conducting scientific research and sharing knowledge on a global scale to improve the health and wellbeing of people worldwide. The concept of global science recognizes that many of the world’s most pressing challenges, such as climate change, pandemics, and food insecurity, require coordinated efforts to address.

One of the key benefits of global science is the ability to leverage diverse perspectives and expertise from around the world to develop innovative solutions. By breaking down silos between countries and disciplines, global science fosters collaboration and the exchange of ideas, leading to more effective and efficient approaches to complex problems.

Another important aspect of global science is the promotion of equity and inclusivity. By engaging with local communities and stakeholders, global science can ensure that research is conducted in a way that benefits all communities, regardless of their location or socioeconomic status. This involves addressing structural barriers that limit access to research and innovation and ensuring that the benefits of scientific advances are shared equitably.

Global science has the potential to drive progress in a wide range of fields, from public health to renewable energy. For example, in response to the COVID-19 pandemic, global science has played a critical role in developing vaccines and treatments, sharing best practices in prevention and control, and monitoring the spread of the virus. Similarly, global science has been instrumental in advancing sustainable development goals, such as clean water and sanitation, renewable energy, and responsible consumption and production.

However, the practice of global science is not without challenges. One major obstacle is the lack of funding and resources dedicated to international collaboration and research. There are also cultural and linguistic barriers that can hinder effective communication and collaboration, as well as political and economic obstacles that can limit access to data and resources.

To overcome these challenges, it is important to build strong partnerships and networks among researchers, institutions, and governments around the world. This can involve establishing collaborative research programs, sharing data and resources, and investing in infrastructure and capacity-building initiatives.

In conclusion, global science for global wellbeing is a powerful tool for promoting progress and improving the health and wellbeing of people worldwide. By fostering collaboration, promoting equity and inclusivity, and driving innovation, global science has the potential to create a more sustainable, resilient, and equitable future for all. To realize this potential, it is important to overcome the challenges of funding, resources, and communication and build strong partnerships that enable international collaboration and research.

FAQs on Global Science for Global wellbeing Essay

The phrase “global science for global wellness” describes the process of doing scientific research and disseminating knowledge on a global scale in order to enhance the health and wellbeing of people everywhere. 

Global science is crucial because many of the most urgent problems facing the world are on a global scale and need for coordinated responses. Global science can create original solutions to challenging issues by drawing on a variety of viewpoints and subject matter experts from around the globe.

Initiatives to address pandemics, food insecurity, and climate change are a few examples of global science initiatives. For instance, the Intergovernmental Panel on Climate Change (IPCC) gathers scientists from all around the world to evaluate the most recent findings in climate science and assist in the formulation of policy. The Global Alliance for Vaccines and Immunization (GAVI) strives to improve low-income nations’ access to life-saving immunizations.

Global science has a number of difficulties, such as a lack of financing and resources for worldwide research and collaboration as well as linguistic and cultural obstacles that may make it difficult to cooperate and communicate effectively. Access to information and resources may also be constrained by political and financial constraints.

Global collaborations and networks between scholars, organisations, and governments are crucial for overcoming these obstacles. In order to do this, joint research programmes may be established, data and resources may be shared, and infrastructure and capacity-building projects may be funded.

By Gauri Malik

Related post, village fair essay in english – explore the 100 word 200 word and long essay samples here, essay on yoga day in english – explore the 100 word, 200 word and long essays here, 10 lines on how i spent my holidays – check 10 lines essay for children, leave a reply.

Your email address will not be published. Required fields are marked *

Unlocking Opportunities: BSSC Inter-Level Vacancy, Salary, and Job Profile

Exploring the geographical marvels and hill stations of maharashtra, यूपीएससी जीएस पेपर 4 पाठ्यक्रम के मुख्य पहलुओं का अनावरण, आईएएस मुख्य पाठ्यक्रम हिंदी में और यूपीएससी जीएस 3 पाठ्यक्रम हिंदी में जानें.

Compititive exams CTET, State TET, KVS, DSSSB, CUCET

Essay on Global science for global wellbeing 200, 300, 500 and 1000 words

• Essay on global science for global wellbeing

Essay on global science for global wellbeing :- Science has been one of the most important contributors to the advancement of humanity. From medicine to technology, from transportation to communication, science has helped us make remarkable progress in various fields. The importance of science has become even more evident in the present era of globalization. The concept of global science for global good refers to the idea that science can help us address global challenges and create a better world for all. This essay will explore how global science can contribute to the global good.

Essay on Global Science for Global Wellbeing 500 words

Short essay: global science for global wellbeing 200 words, essay on global science for global wellbeing 300 words, essay on global science for global wellbeing 200 words, essay on global science for global wellbeing 100 words, 1. challenge of climate change.

One of the most important challenges facing humanity today is climate change. The effects of climate change, such as rising sea levels and more frequent natural disasters, are beginning to affect people around the world. Global science can play an important role in meeting this challenge. Scientists from different countries can work together to study the effects of climate change, develop solutions and implement policies to reduce greenhouse gas emissions. For example, scientists can work together to develop renewable energy sources such as solar and wind power and develop technologies to reduce carbon emissions from transportation and industries.

2. Challenge of COVID-19 pandemic

Another challenge facing humanity is the COVID-19 pandemic. The pandemic has affected millions of people worldwide and highlighted the need for global collaboration in science. Global science has played an important role in developing vaccines and treatments for COVID-19. Scientists from different countries have worked together to develop and test vaccines and treatments and this collaboration has resulted in the successful development of several vaccines in record time.

3. Poverty a big challenge

Global science can also contribute to addressing issues such as poverty, hunger and inequality. For example, scientists can work together to develop new agricultural techniques that can increase food production and reduce hunger. They can also develop technologies to provide clean drinking water and improve sanitation in developing countries, thus improving the health and well-being of people living in poverty.

4. Conserve the natural resources

Furthermore, global science can help us better understand the natural world and its complexities. Scientists from different countries can work together to study ecosystems and biodiversity and develop strategies for their conservation. It can help us to conserve the natural resources of our planet and save them from destruction.

5. Improving education and literacy

Global science can also contribute to improving education and literacy rates around the world. Scientists can work with educators to develop science-based educational materials and curriculum that are accessible and effective for students of different ages and backgrounds. This can help improve scientific literacy and generate more interest in science among students, allowing more young people to pursue careers in science and technology.

6. Contribute to economic growth

Furthermore, global science can contribute to economic growth and job creation. As scientists from different countries collaborate on research and development projects, they can create new technologies, products and services that can generate economic growth and create new jobs. For example, the development of renewable energy technologies may create new jobs in the renewable energy sector and the development of new medical treatments may create jobs in the healthcare industry.

7. Social and behavioral science

Global science can help us better understand the social and cultural factors that influence human behavior and decision-making. The social and behavioral sciences can help us understand why people behave the way they do and what motivates them to make certain choices. This knowledge can be applied to develop more effective policies and programs that address social and economic issues such as poverty and inequality.

8. Promotion of peace and stability

Global science can contribute to the promotion of peace and stability around the world. Science diplomacy, which involves using science as a tool for international cooperation and collaboration, can help build bridges between countries and promote mutual understanding and respect. Through science diplomacy, scientists from different countries can work together on scientific projects, which can help build trust and reduce tensions between nations.

9. Transformation

Advances in global science have the potential to revolutionize the way we live and tackle global challenges. With continued collaboration and investment in global science, we can build on existing progress and drive new transformative changes.

10. Sustainable development

One possible change is the shift to a more sustainable, low-carbon economy. The development of renewable energy sources and technologies has made it possible to reduce our dependence on fossil fuels and reduce carbon emissions. This change could create new opportunities for economic growth and job creation, as well as help address the urgent issue of climate change.

11. Advancement in biotechnology

Another potential change is the development of new medical technologies and treatments that may help improve health outcomes and increase life expectancy. Advances in biotechnology and genetic engineering may lead to the development of more targeted and effective medical treatments, personalized to the needs of individual patients. It could transform the way we approach healthcare, leading to better health outcomes and a longer, healthier life for people around the world.

12. Science-based learning

Advances made in global science may change our approach to education with a focus on science-based learning and critical thinking skills. This could lead to a more informed and engaged population, capable of making informed decisions about their own health, the environment and other important issues.

13. Science diplomacy

Furthermore, with a greater focus on cooperation and collaboration between countries, global science may change the way we approach international relations. Science diplomacy can be used to build bridges between nations and promote mutual understanding and respect, leading to a more peaceful and stable world.

14. Transformative changes

Finally, advances made in global science have the potential to create transformative changes in various aspects of our lives, from the economy and healthcare to education and international relations. Continued investment and collaboration in global science will be critical to driving these changes and creating a better world for all.

15. Conclusion

Global science has the potential to make a significant contribution to the global wellbeing. Today, humanity is facing challenges such as climate change and pandemics, which require global collaboration and cooperation in the field of science. By working together, scientists from different countries can develop solutions that can address these challenges and create a better world for all. Furthermore, global science can help us better understand the natural world and its complexities, leading to a more sustainable future.

Global science has the potential to make significant contributions to various aspects of global well-being, including education, economic development, social and cultural understanding and peace and stability. By fostering global scientific cooperation and collaboration, we can address the challenges facing humanity today and build a better future for all.

Introduction: In today’s interconnected world, where challenges transcend borders and societies, the role of science in promoting global wellbeing has become increasingly crucial. Global science refers to the collaborative and interdisciplinary efforts of scientists and researchers from around the world to address pressing issues that affect the wellbeing of humanity as a whole. By fostering cooperation, sharing knowledge and driving innovation, global science has the potential to make significant contributions to improving the quality of life for people worldwide.

Interdisciplinary Collaboration:

One of the key features of global science is its emphasis on interdisciplinary collaboration. Complex challenges such as climate change, pandemics, poverty, and sustainable development require the expertise and insights from various scientific fields. Through international collaborations, scientists from diverse backgrounds can pool their knowledge, skills and resources to tackle these multifaceted problems. This interdisciplinary approach enables a more comprehensive understanding of complex issues and fosters innovative solutions that can have a far-reaching impact.

Sharing of Knowledge and Resources:

Global science also relies on the open sharing of knowledge and resources. Scientists from different countries and institutions share their research findings, data and methodologies, contributing to a collective pool of knowledge. This exchange of information facilitates the replication of experiments, validation of results, and the building of cumulative scientific knowledge. Open access to scientific literature and international databases enables researchers worldwide to stay updated with the latest discoveries, accelerating the pace of scientific progress.

Addressing Global Challenges:

Global science plays a vital role in addressing global challenges that impact the wellbeing of people across borders. For instance, in the face of climate change, scientists collaborate to develop sustainable technologies, promote renewable energy sources, and mitigate the adverse effects of environmental degradation. Similarly, during a pandemic, global science enables rapid sharing of research on virus detection, treatment, and prevention, leading to the development of effective vaccines and public health strategies.

Promoting Equity and Inclusivity:

Another important aspect of global science is its potential to promote equity and inclusivity. By fostering international collaborations, scientists can work together to ensure that scientific advancements benefit all regions and populations, regardless of their economic or social status. Through capacity building programs and knowledge transfer initiatives, global science can empower developing countries to address their unique challenges and contribute to scientific advancements. Furthermore, promoting diversity and inclusivity within the scientific community itself can lead to a broader range of perspectives and innovative solutions.

Conclusion: Global science has the power to improve global wellbeing by tackling shared challenges, promoting collaboration and fostering inclusivity. By transcending geographical boundaries, scientists can work together to address complex problems that affect humanity as a whole. Through interdisciplinary collaboration, the sharing of knowledge and resources, and a focus on equity, global science can pave the way for a brighter and more sustainable future for all. It is crucial that we continue to support and invest in global scientific efforts to ensure the wellbeing and prosperity of present and future generations.

Global science, the collaborative effort of scientists worldwide, holds immense potential in advancing global wellbeing. By transcending boundaries and disciplines, it enables the pooling of knowledge, expertise and resources to address pressing global challenges.

Interdisciplinary collaboration lies at the core of global science. By bringing together scientists from diverse fields, it facilitates a comprehensive understanding of complex issues and encourages innovative solutions. This collaborative approach proves invaluable in tackling critical problems like climate change, pandemics, poverty and sustainable development.

Furthermore, the open sharing of knowledge and resources is a vital component of global science. Scientists freely exchange research findings, data, and methodologies, leading to the rapid dissemination of information. This sharing fosters scientific progress, empowers researchers worldwide and accelerates the development of solutions.

Global science is uniquely positioned to address global challenges by promoting equity and inclusivity. Through international collaborations, it ensures that scientific advancements benefit all regions and populations, regardless of their socio-economic status. By empowering developing nations and embracing diverse perspectives, global science can create a more equitable and sustainable world.

In conclusion, global science serves as a catalyst for global well-being by promoting interdisciplinary collaboration, facilitating knowledge sharing, and fostering inclusivity. It is essential to support and invest in these collaborative efforts to tackle the complex challenges facing humanity and create a brighter future for all.

In our interconnected world, global well-being is a collective endeavor that transcends borders and boundaries. At the heart of this pursuit lies the invaluable role of global science. Science, as a universal language and a vehicle for progress, has the power to address the most pressing challenges facing humanity. From climate change to pandemics, from food security to clean energy, global science serves as the beacon guiding us towards a healthier, more equitable and sustainable future.

One of the paramount issues of our time is climate change. The consequences of global warming are felt worldwide, with severe weather events, rising sea levels and ecological disruptions impacting communities everywhere. Global science enables us to understand the complex climate systems, monitor changes and develop innovative solutions. Collaborative efforts among scientists from different countries help generate the knowledge needed to mitigate climate change and adapt to its effects.

The recent COVID-19 pandemic underlined the significance of global science in safeguarding human health. Rapid sharing of information among scientists worldwide led to the development of vaccines in record time. This collaborative spirit demonstrates how global science can not only save lives but also prevent future pandemics through advanced research in virology and epidemiology.

Food security is another global challenge, with a growing population and changing climate posing threats to our ability to feed the world. Global science plays a vital role in developing resilient agricultural systems, improving crop yields, and addressing issues like food distribution and nutrition. International research collaborations help create sustainable food production models that can nourish populations across the globe.

The transition to clean energy is essential to combat climate change and enhance global well-being. Research into renewable energy sources and energy efficiency is a shared global endeavor, with scientists working together to develop technologies that reduce carbon emissions and promote a more sustainable energy landscape.

In conclusion, global science is the linchpin of global well-being. It transcends borders, fosters collaboration, and generates knowledge and innovations that benefit all of humanity. Whether addressing climate change, pandemics, food security, or clean energy, the power of global science lies in its ability to unite us in the pursuit of a better future for all. As we face unprecedented challenges, investing in and supporting global scientific endeavors is not just a choice; it’s an imperative for the well-being of our planet and its inhabitants.

Global science plays a pivotal role in advancing the wellbeing of humanity by fostering collaboration, innovation, and the pursuit of knowledge for the benefit of all. In an interconnected world, scientific advancements transcend borders, addressing shared challenges and improving the quality of life worldwide.

One key aspect is medical research, where global collaboration accelerates the development of treatments and vaccines. The COVID-19 pandemic highlighted the significance of international scientific cooperation in combating emerging threats. Through shared data and expertise, researchers across the globe worked together to develop and distribute vaccines, showcasing the potential of collective scientific efforts.

Furthermore, environmental research promotes sustainable practices to mitigate climate change and protect ecosystems. Collaborative initiatives facilitate the exchange of ideas and technologies, leading to innovative solutions for pressing environmental issues. Global science contributes to the development of clean energy, biodiversity conservation, and resilient agricultural practices, essential components for the wellbeing of current and future generations.

In addition, advancements in technology and communication enhance global scientific collaboration. International partnerships enable scientists to collaborate in real-time, breaking down geographical barriers and fostering a shared understanding of complex issues.

In conclusion, global science serves as a driving force for global wellbeing, fostering cooperation, innovation, and progress. By transcending borders and uniting minds, it empowers humanity to address common challenges and build a healthier, more sustainable future.

Global science plays a pivotal role in advancing humanity’s wellbeing. Collaborative research transcends borders, addressing pressing issues like climate change, infectious diseases and technology for sustainable development. Scientific breakthroughs foster innovation, paving the way for improved healthcare, efficient energy solutions, and enhanced agricultural practices. Shared knowledge accelerates progress, enabling nations to collectively tackle global challenges. Moreover, international scientific cooperation promotes cultural exchange, fostering mutual understanding. As we navigate an interconnected world, investing in global science becomes imperative for fostering a healthier, more sustainable future that transcends geographical boundaries. The pursuit of knowledge on a global scale is integral to ensuring the wellbeing of our planet and its diverse inhabitants.

Quick links:-

1. Vasudhaiva Kutumbakam essay 1800 words free PDF

2. Net zero carbon emission by 2070 important Essay

3. Important Amendments of Indian Constitution

Social sharing ⬇️

Related Posts

Essay on jallianwala bagh massacre 13 april 1919, essay on vaisakhi festival celebration, essay on rabindranath tagore free pdf, essay on world earth day | essay on save earth, essay on internet free pdf | paragraph on internet, importance of literacy essay 1800 words free pdf, leave a comment cancel reply.

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Essay on Global Science for Global Wellbeing

Global Science for Global Wellbeing is a topic of immense importance in today’s world. The theme of National Technology Day 2023 is also ‘Global Science for Global Wellbeing’ so it has become very popular topic of discussion. This essay on Global Science for Global Wellbeing aims to explore the importance of global science for global wellbeing and its impact on society and their potential for improving global wellbeing.

Science is an essential tool for human beings in understanding the world and the universe. It has played a crucial role in shaping our modern world, from medicine to technology. However, science is also a global phenomenon that transcends borders, cultures, and languages. The scientific community worldwide shares knowledge, research, and discoveries, collaborating towards a common goal of global wellbeing. It brings together experts from different fields to discuss their research and offer insights into how science can be harnessed to create a better world for all. Lets explore the importance of global science for global wellbeing and its impact on society.

Global Science for Global Wellbeing

Global Science: Science is a global enterprise that brings together scientists from different parts of the world to collaborate on research and development. Advances in technology and transportation have made it easier for scientists to work together across borders, and the internet has revolutionized the way they communicate and share information. Global science and artificial intelligence allow for the sharing of knowledge and expertise, leading to faster progress and better results. Scientists worldwide can learn from each other, collaborate on research, and work towards common goals that benefit humanity as a whole.

Global wellbeing: Global wellbeing refers to the overall health and well-being of people worldwide. It is a complex concept that encompasses physical, mental, and social health, as well as economic and environmental factors. Global wellbeing is affected by various factors, including climate change, poverty, disease, and conflict. Science plays a crucial role in improving global wellbeing by providing solutions to these problems and improving the quality of life for people worldwide.

Impact of Global Science on Global Wellbeing

Global science has had a significant impact on global wellbeing by improving health, providing solutions to global challenges, and driving economic development. Here are some examples of how global science has contributed to global wellbeing:

Improving Health

Global science has led to significant advances in medicine, helping to improve health outcomes worldwide. Advances in biotechnology and genetic research have led to the development of new treatments for diseases such as cancer and HIV/AIDS. Global science has also helped to improve public health, through the development of vaccines and treatments for infectious diseases such as tuberculosis and malaria. The sharing of knowledge and expertise in the scientific community has led to faster progress in medical research, resulting in better health outcomes for people worldwide.

Solving Global Challenges

Global science has also played a critical role in finding solutions to global challenges such as climate change, food security, and energy. Scientists worldwide are working on developing new technologies to reduce carbon emissions, increase food production, and improve access to clean energy. Through collaboration and sharing of information, global science is driving innovation and progress towards a more sustainable future.

Economic Development

Global science has also contributed to economic development by driving innovation and creating new industries. New technologies and inventions have led to the creation of new jobs and industries, stimulating economic growth and development. Global science has also led to increased trade and investment, creating new opportunities for businesses and entrepreneurs worldwide.

Challenges in Global Science for Global Wellbeing

Despite its many benefits, global science faces several challenges that impact its ability to contribute to global wellbeing. These challenges include:

Global science requires significant funding, which can be a challenge for many countries, particularly those in the developing world. Lack of funding can limit access to research and development, hindering progress and slowing down the pace of innovation.

Intellectual Property

Intellectual property laws can create barriers to the sharing of knowledge and expertise in the scientific community. Patents and other forms of intellectual property protection can limit access to research and development, particularly for developing countries, which may not have the resources to pay for expensive licenses.

Language and Cultural Barriers

Language and cultural barriers can also hinder the sharing of knowledge and expertise in the scientific community. Scientists worldwide may speak different languages, have different cultural backgrounds, and may not have access to the same resources and information. These barriers can make it difficult for scientists to collaborate effectively and share knowledge, hindering progress and innovation.

Promoting Global Science for Global Wellbeing

To address the challenges facing global science, there are several steps that can be taken to promote global science for global wellbeing:

Increased Funding

Governments and organizations can increase funding for global science, particularly in developing countries, to ensure that all countries have access to the resources they need to contribute to scientific progress. This can be achieved through public-private partnerships, international aid programs, and increased investment in scientific research and development.

Open Access Policies

Governments and organizations can implement open access policies to promote the sharing of knowledge and expertise in the scientific community. Open access policies would ensure that research and information are freely available to all scientists worldwide, regardless of their location or financial resources. This would help to promote collaboration and innovation, driving progress towards global wellbeing.

Multilingual Communication

Efforts can be made to improve multilingual communication in the scientific community, making it easier for scientists worldwide to collaborate and share knowledge. This can be achieved through the translation of scientific publications and the use of multilingual platforms for communication.

Collaboration

Efforts can be made to promote collaboration between scientists worldwide, particularly between developed and developing countries. Collaboration can help to bridge the gap between different cultures and languages, promoting knowledge sharing and innovation.

Global science is an essential tool for promoting global wellbeing. It brings together scientists worldwide, promoting collaboration and innovation towards a common goal of improving the quality of life for people worldwide. Despite the challenges facing global science, there are several steps that can be taken to promote its growth and success, including increased funding, open access policies, multilingual communication, and collaboration. By working together, the global scientific community can continue to drive progress towards a more sustainable, equitable, and healthy world.

Related posts:

1 thought on “essay on global science for global wellbeing”.

Really awesome

Leave a Comment Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Thank you for visiting nature.com. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser (or turn off compatibility mode in Internet Explorer). In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript.

• View all journals
• My Account Login
• Explore content
• About the journal
• Publish with us
• Sign up for alerts
• Open access
• Published: 15 September 2020

The SDGs and human well-being: a global analysis of synergies, trade-offs, and regional differences

• Jan-Emmanuel De Neve 1 , 2 &
• Jeffrey D. Sachs 3 , 4  

Scientific Reports volume  10 , Article number:  15113 ( 2020 ) Cite this article

26k Accesses

67 Citations

39 Altmetric

Metrics details

• Psychology and behaviour
• Sustainability

This paper explores the empirical links between achieving the Sustainable Development Goals (SDGs) and subjective well-being. Globally, we find that in terms of well-being, there are increasing marginal returns to sustainable development. Unpacking the SDGs by looking at how each SDG relates to well-being shows, in most cases, a strong positive correlation. However, SDG12 (responsible production and consumption) and SDG13 (climate action) are negatively correlated with well-being. This suggests that in the short run there may be certain trade-offs to sustainable development, and further heterogeneity is revealed through an analysis of how these relationships play out by region. Variance decomposition methods also suggest large differences in how each SDG contributes to explaining the variance in well-being between countries. These and other empirical insights highlight that more complex and contextualized policy efforts are needed in order to achieve sustainable development while optimising for well-being.

Similar content being viewed by others

A meta-analysis on global change drivers and the risk of infectious disease

Determinants of behaviour and their efficacy as targets of behavioural change interventions

The economic commitment of climate change

Introduction.

This paper explores the empirical links between sustainable development and human well-being. Sustainable development is a broad and easily misunderstood concept 1 , but the term first entered mainstream policy circles with the publishing of the Brundtland report in 1987, in which it was defined as ‘development that meets the needs of the current generation without compromising the ability of future generations to meet their own needs’ 2 . Debate continues as to whether sustainable development in practice can live up to its normative promises of economic development, environmental stewardship and social equity 3 . Nonetheless, in 2015 the international community rallied around the idea, and sustainable development gained further exposition with the adoption of the Sustainable Development Goals (SDGs), as part of the broader 2030 Agenda. As the successors to the Millennium Development Goals, the 17 SDGs are a comprehensive set of policy goals that aim to end world poverty and hunger, address climate change and environmental protection, and ensure universal access to healthcare, education and equality 4 .

Parallel discussions have centred around the need to move away from GDP as an assessment of countries’ performance towards measures that better capture levels of happiness and well-being 5 . Subjective well-being measures differ from objective well-being indicators, such as observable health and material outcomes, in that they are based on respondents’ self-evaluations of their own life 6 . Varied research suggests that subjective well-being (SWB) measures, especially life evaluations, reflect underlying well-being 7 . As such, there is now a growing consensus among governments and international institutions that SWB—whilst imperfect 8 —has an important role to play in defining success and, as such, an increasing significance in policy-making 9 .

This research aims to explore the relationship between sustainable development and subjective well-being, with the potential to support future policy-making. To do so, we combine two major data-gathering efforts. We leverage the SDG Index which measures countries’ progress towards achieving the SDGs 10 . We also draw on an item from the Gallup World Poll which is representative of over 98% of the world’s population and asks survey participants to evaluate their lives on a scale of 0–10. The paper begins by discussing the headline positive correlation between the SDG Index and SWB. We analyse the quadratic relationship between the two, demonstrating that a higher SDG Index score correlates more strongly with higher SWB at higher levels of the SDG Index. Globally, we find that there are increasing marginal returns to sustainable development in terms of human well-being. In the next section, the SDG Index is split into its 17 component goals. We analyse the varying relationships with well-being, as well as how these relationships play out by region, finding that two of the environmental goals, Goal 12 (responsible consumption and production) and Goal 13 (climate action), are significantly negatively correlated with SWB. We finish by conducting a variance decomposition analysis to show which goals are most strongly contributing to the variation in well-being between countries and the world’s regions 11 .

Our analysis finds that more complex and contextualised policy efforts are needed in order to simultaneously achieve sustainable development and advance well-being. Human well-being is at the core of the 2030 Agenda 12 : the SDGs aim to ensure that ‘all human beings can fulfil their potential in dignity, equality and in a healthy environment 4 .’ Thus, one might expect to find a positive correlation between the SDGs and SWB. Detailed empirical work, however, shows the relationship to be more nuanced than might first appear. Whilst all SDGs are important, our analysis shows that some are more relevant to well-being than others, and reveals some inherent tensions that involve trade-offs between current and future well-being. Since governments are dependent on the current cohort of electors to decide their fate 13 , more cautious policy is needed to resolve trade-offs, allowing for sustainable development that also optimises for human well-being 14 . Unpacking the SDGs in terms of well-being also shows how their relative importance varies across different regions, highlighting the need for differentiated policy priorities when advancing the 2030 Agenda.

Data and methods

The SDG Index (SDGI) was developed in 2015 as a composite system to benchmark the performance of countries across the SDGs. Several indicators are selected to monitor the progress towards each goal, positioning them between the worst (0) and the target outcome (100). The overall SDGI score represents the mean of a country’s total SDG scores, where all goals are weighted equally. The same basket of indicators is used for all countries to generate comparable scores and rankings. For our analysis we use the 2019 SDG index, which includes 114 indicators covering 162 countries 10 . Note that in our analysis, the SDG Index is modified to remove the SWB score, which is one of the indicators for SDG 3 (Health and Well-being). Given the large number of variables that make up the SDG Index, we find that leaving in or taking out the SWB variable does not meaningfully impact any results. Limitations in collecting data for SDG indicators hinder full assessment of progress towards SDGs. There are also issues with the aggregation of goals into a single number 15 , nonetheless there is consensus that the SDGI provides ‘the most comprehensive picture of national progress on the SDGs’ 16 .

For our analysis we use life evaluations, the standard measure of well-being used in the World Happiness Report rankings and most other research on the topic 17 , 18 . We draw on data from the Gallup World Poll, which continually surveys 160 countries representing about 98% of the world’s adult population. The survey item asks respondents to value their current lives on a 0–10 scale, with the worst possible life as 0 and the best possible life as 10. The data is from nationally representative samples, for the years 2016–2018. Some methodological issues remain with subjective well-being measures 6 , but life evaluations are widely recognised as the standard measure of subjective well-being 7 , 19 . Data on other dimensions of subjective well-being, such as the experience of positive and negative emotions, are analysed separately and can be found in the Supplementary Information section online.

The analyses done in this paper rely on standard univariate linear correlations and OLS regressions. In line with the SDGI methodology, where scores are missing for specific goals, we impute using the regional average to avoid losing observations. This is most relevant for goal 14 (Life below water).

The variance decomposition method (dominance analysis) employed in Figs.  4 , 5 and 6 is run in Stata using the domin command. Dominance analysis calculates the relative contribution to the variance explained in well-being (R-squared) for the 17 SDGs. This is an ensemble method that works by calculating a regression of well-being on every possible combination of the 17 SDGS. The dominance of a goal is calculated as the weighted average marginal contribution to the explained variance that the goal makes across all models in which the goal is included. One important assumption being made in such an analysis is that it forces the SDGs to explain all of the variance in well-being between countries. There are also a number of other important limitations in that the method hinges on there being variance in the first place, and yet the measurements for some SDGs do not vary much.

Are the SDGs conducive to human well-being?

Figure  1 shows the scatterplot for the SDG Index and SWB for all countries in the dataset. Countries are coded to represent the six regions they belong to: Europe, Middle East and Northern Africa, Americas, Sub-Saharan Africa and Former Soviet Union. The G7 and BRICS countries are labelled as well as some of the outlier countries. The SDG Index and SWB have a highly significant correlation coefficient of 0.79. The countries with a higher SDG Index score tend to do better in terms of subjective well-being (SWB)—with the Nordic countries topping both rankings. Interestingly, the line of best fit is not linear but quadratic indicating that a higher SDG Index score correlates more strongly with higher SWB at higher levels of the SDG Index. Thus, sustainable development results in increasing marginal returns to human well-being.

Sustainable development and subjective well-being, a scatterplot for the overall SDGI score (mean of total SDG score, where all goals are weighted equally) and SWB score for all countries in the data set. This scatterplot was produced using matplotlib package (version 3.2.1) in python: https://matplotlib.org .

In the online Supplementary Information section, we show that the quadratic fit is statistically superior compared to a pure linear fit (see Table S1 ). This is also the case for higher-powered models as borne out when applying the Bayesian information criterion and Akaike information criterion to test the relative quality of model fits (see Table  S2 ). As countries become more developed, a higher SDG Index score is associated with an ever higher SWB score. This suggests that economic activity is more important for well-being at lowers levels of economic development. As countries become richer the well-being of their citizens stagnates unless further economic growth is more sustainable by, for example, addressing inequality and improving environmental quality. The notion of increasing marginal returns to sustainable development contrasts starkly with the decreasing marginal returns that are typically observed when mapping well-being onto GDP per capita 20 .

Our measure of SWB is an evaluative measure of well-being and the survey responses may differ from emotional measures of well-being, especially when looked at in relation to economic measures such as income and development. As such, in the Supplementary Information section we also report on the relationship between the SDG Index and measures of emotional well-being (see Figure S1 and Figure  S2 ). The Gallup World Poll includes measures of positive emotions such as “enjoyment” and “smile or laugh” as well as negative emotions such as “worry”, “sadness”, “stress”, and “anger”. Correlating an index of positive emotional experiences with the SDG Index scores leads to a correlation coefficient of 0.27—while statistically significant, this indicates a much weaker empirical link between achieving the SDGs and the experience of positive emotions as compared to life evaluations already examined. This is less the case for an index of negative emotional experiences, for which we obtain a correlation coefficient that is − 0.57 suggesting that countries that are not doing well in terms of the SDGs also tend to have populations that are experiencing more negative emotions. In general, these results are in line with the notion that evaluative measures correlate more strongly with economic measures such as income, development, and inequality than emotional measures of well-being 21 , 22 .

In the Supplementary Information section we list the countries that deviate most from the trend line (see Table  S3 ). The countries significantly above the line of best fit clearly punch above their weight in terms of happiness relative to where the model would expect these countries to be given their scores on the SDG Index, with the reverse being true for those below the line of best fit. These empirical observations indicate that there are a number of aspects that drive human well-being that are not fully captured by the SDGs.

How does each SDG relate to well-being?

In Table  1 we report on how each SDG correlates with well-being both globally and regionally. As expected from the aforementioned general results, we find that at the global level most SDGs correlate strongly and positively with higher well-being. At the same time, we discover much heterogeneity in how some of the SDGs relate to well-being. In fact, we find SDGs 14 (Life below water), 15 (Life on land), and 17 (Partnerships for the goals) to be generally insignificant. Importantly, we find that SDGs 12 (Responsible consumption and production) and 13 (Climate action) are significantly negatively correlated with human well-being.

When looking at the relationship between SDGs and well-being by region we detect further levels of heterogeneity in how individual SDGs relate to well-being in different contexts. It is, however, important to note that considering these data by region reduces the number of observations and therefore both the precision of the coefficient and the statistical power to report significant differences. As Fig.  1 revealed visually, there is a stronger link between the SDG Index and well-being at higher levels of economic development. In Table  1 we indeed find that the general correlation between the SDGs and well-being is considerably lower in regions with mostly developing nations. In fact, only for Europe, Asia, and the Americas do we pick up a strong statistically significant correlation between the SDG Index and well-being. When looking at the SDGs individually, we pick up even more variation in how some SDGs are more strongly correlated than others with well-being. Some noteworthy regional results include (1) the important role of SDG 8 (decent work and economic growth) for countries in the former Soviet Union; (2) the relative importance of SDG 9 (industry, innovation and infrastructure) for nations in Europe and the MENA region; and (3) SDG 10 (reducing inequality) is strongly correlated with well-being for the European nations. These regional correlations need to be taken with due caution given the relatively low number of observations available but, taken together, Table  1 paints a vivid picture of the varied and complex ways in which the SDGs relate to human well-being and how these pathways are highly context specific.

Are there trade-offs between the SDGs and human well-being?

Table  1 reveals that SDG 12 (responsible consumption and production) and SDG 13 (climate action) have, in fact, strong negative correlations with self-reported measures of human well-being. Moreover, these negative correlations appear to hold for each one of the world’s regions and therefore merit more academic and policy attention.

SDG12 aims to ensure responsible consumption and production patterns, in order to prevent the over-extraction and degradation of environmental resources. The indicators underlying SDG12 measure the per capita material footprint of each country, accounting for municipal solid waste (kg/year/capita), E-waste generated (kg/capita), production-based SO 2 emissions (kg/capita), imported SO 2 emissions (kg/capita), nitrogen production footprint (kg/capita), net imported emissions of reactive nitrogen (kg/capita), non-recycled municipal solid waste (MSW in kg/person/year times recycling rate) 10 . Fig.  2 shows the negative correlation between achieving SDG 12 and subjective well-being. It suggests that countries which have a smaller per capita material footprint—and are therefore performing well on SDG12—are associated with lower levels of SWB. Countries like Canada, meanwhile, have a high material footprint and score badly on SDG12 but perform well in terms of SWB. The relationship between countries’ well-being and material footprint may well be explained by economic development, as countries with higher GDPs tend to produce and consume more, which is usually associated with higher living standards. However, as reported in Table  2 , when we control for the general level of economic development, SDG12 continues to correlate negatively with SWB, suggesting that material consumption itself is an important factor explaining this negative correlation. This analysis therefore suggests that advancing on responsible consumption and production may result in a trade-off in terms of average self-reported well-being, at least in the short run. However, it is important to note the handful of countries in the top right-hand corner of Fig.  2 (listed in Supplementary Table S4 online) which run counter to this trend. For example, Costa Rica scores highly in terms of SWB whilst also scoring well on SDG12, suggesting that it is in fact possible to advance human well-being at moderate consumption levels.

Responsible consumption and production (SDG12) and subjective well-being, a scatterplot for SDG12 score and SWB score for all countries in the data set. This scatterplot was produced using matplotlib package (version 3.2.1) in python: https://matplotlib.org .

SDG 13 asks that countries take urgent action to combat climate change and its impacts by curbing emissions. It measures countries’ energy-related CO 2 emissions per capita (tCO 2 /capita), imported CO 2 emissions, technology adjusted (tCO 2 /capita), people affected by climate-related disasters (per 100,000 population), CO 2 emissions embodied in fossil fuel exports (kg/capita), effective carbon rate from all non-road energy, excluding emissions from biomass (€/tCO 2 ) 10 . In general, countries that have lower emissions—and are therefore performing well on SDG13—tend to have lower levels of subjective well-being. As was the case with SDG 12, countries that are more economically developed tend to pollute more while also having higher well-being. In contrast with SDG12, however, we find that accounting for the general level of economic development turns a negative correlation into an insignificant one as reported in Table  2 . This suggests that the underlying measures for climate action are strongly correlated with the level of economic development in the first place which, in turn, drives the relationship with well-being. Again, there are a handful of countries in the top right of Fig.  3 (listed in Supplementary Table S5 online), which appear to be resolving the trade-off, performing well on SDG13 whilst maintaining high levels of SWB.

Climate action (SDG13) and subjective well-being, a scatterplot for SDG13 score and SWB score for all countries in the data set. This scatterplot was produced using matplotlib package (version 3.2.1) in python: https://matplotlib.org .

Variance decomposition analysis of the SDGs in relation to well-being

In this section, we apply variance decomposition to explore the relative importance of each SDG in explaining the variance in well-being between countries. This method, called “dominance analysis”, investigates the relative contribution to the variance explained in well-being (R 2 ) for a given set of predictors—in this case the 17 SDGs 11 .

Figure  4 presents the results of the variance decomposition and suggests large differences in how each SDG contributes to explaining the variance in well-being between countries. This figure paints a picture that aligns closely with the correlation coefficients reported in Table  1 . SDGs 10, 14, 15 and 17 would appear to contribute negligibly to explaining variation in well-being across the globe. On the other hand, the greatest explanatory power seems to lie with SDGs 3, 8, 9, and 12. SDG 8 (decent work and economic growth), SDG 9 (industry, innovation and infrastructure), and SDG 12 (responsible consumption and production) each explain 10% or more of the variance. It is important to note, of course, that SDG 12 (as well as SDG 13) are negatively correlated with well-being, as was shown earlier on in Table  1 .

Relative importance of SDGs in explaining the variance in subjective well-being between countries.

Variance decomposition analysis of regional SDG groups in relation to well-being

In these analyses, we group the SDGs into Economic (4, 8, 9), Social (1, 5, 10), Health (3), Law (16), and Environmental goals (2, 6, 7, 11, 12, 13, 14, 15). Figure  5 first shows the results for how well these SDG groups explain the variance between all countries. In Fig.  6 we show the results by region. The general takeaway from the regional variance decomposition analyses is that there is much regional heterogeneity hidden behind a global analysis, with the regional context driving which SDGs are most important in explaining the variance in well-being between countries in the region. In Europe (N = 33), and especially in the countries of the former Soviet Union (N = 15), we find the great importance of the Economic SDGs in explaining regional variation in well-being. In Asia (N = 23) we find a fairly balanced role for the Economic, Law, Social, and Health SDG groups in explaining regional differences in well-being. In the Americas (N = 23) we find that Health plays the most important role in driving regional variation in well-being. The results for Sub-Saharan Africa (N = 38) point towards the Social SDGs playing the key role in explaining regional differences. For the countries in the MENA region (N = 17) we find a more balanced picture with the Health and Economic SDGs driving most of the variation, but an important role as well for the Social, Law, and Environmental SDGs.

Relative importance of SDG groups in explaining the variance in subjective well-being between countries.

Relative importance of SDG groups in explaining regional subjective well-being variance.

This paper has studied the empirical relationship between the Sustainable Development Goals and subjective well-being using data from the SDG Index and the Gallup World Poll. We find a strong correlation between achieving sustainable development and self-reported measures of well-being. Moreover, our analyses indicate that there are increasing marginal returns to sustainable development in terms of well-being.

While most SDGs are positively correlated with well-being, our analysis reveals that SDG12 (responsible consumption and production) and SDG13 (climate action) are negatively correlated with SWB 23 . These findings are perhaps unsurprising: the world economy has long relied on economic growth and the consumption of natural resources to generate human welfare at the expense of environmental sustainability 3 , 24 . Today, however, it is increasingly clear that if we are to avoid ecological collapse, we must bring our consumption of natural and material resources within ecological limits 25 , 26 . This transformation is captured by SDG12 and SDG13; it will involve real reductions in emissions, and quantitative as well as qualitative changes to consumption and production patterns 27 . In particular, high income countries must reduce their ecological footprint to allow for increased consumption in economically developing countries, where it is necessary for meeting basic needs 23 , 28 . This is not an easy task given that our growth-driven economic system is reliant on ever-increasing consumption and production to provide employment and support livelihoods 29 . Thus, under current structures, advancing on SDG12 and SDG13 could have serious socio-economic consequences and, as such, negatively impact well-being levels, particularly those of the most vulnerable 27 . Given that lowering well-being erodes support for incumbent governments, this makes such policies even more difficult to implement 13 . More cautious policies are therefore needed to ensure that progress towards SDG12 and SDG13 also safeguards livelihoods and well-being 30 , 31 .

Nevertheless, environmental stewardship does not necessarily entail reductions in well-being. Varied research has shown the importance of environmental integrity for human well-being: for instance, subjective well-being is negatively influenced by poor air quality 32 ; people are willing to pay for observably cleaner air 33 ; and there is evidence to suggest that being exposed to nature improves mental health 34 . Furthermore, as we have shown elsewhere there is a strong positive correlation between SWB and the Environmental Protection Indicator (a measure which is much wider in scope than the environmentally-oriented SDGs, covering a broad range of issues such as biodiversity and eco-systems, climate and energy, air pollution, water resources, agriculture, heavy metals, water and sanitation, and air quality) 35 . These research insights indicate that well-being is correlated with the long-term outcomes of environmental policies, even if it is not necessarily positively correlated with the short-run efforts required of such policies.

The challenge for policy-makers is thus to resolve the short-term trade-off by de-coupling human well-being improvements from the consumption of natural resources and GHG emissions 36 . A recent report by the OECD attempts to address this challenge by proposing climate change mitigation through a well-being lens, putting people at the centre of climate action 37 . The outlier countries highlighted in our analysis (see Supplementary Table S4 and S5 online) that are performing well on SDG12 and SDG13, whilst also achieving high levels of well-being, indicate that there might be pathways to improving well-being that do not hinder environmental sustainability 38 , 39 . These countries represent a proportional mix of relatively large and small countries across the world. For example, Germany has invested heavily in renewable energy infrastructure 40 , providing ‘green jobs’ while simultaneously reducing emissions. The combination of carbon taxes and incentives for renewable energy, combined with ambitious social policy, has allowed the Nordic countries to transition away from fossil fuels, without punishing low-income families with higher energy bills 41 , 42 . Equally, Costa Rica is among the top countries for investment in new renewable power and fuels relative to GDP, and has committed to achieving carbon neutrality starting from 2021 43 . It thus offers an alternative model for developing countries to avoid the Western carbon-intensive development path 44 . Interestingly, many Latin American countries with warmer climates and a lower propensity to engage in international trade 36 perform strongly in terms of self-reported well-being whilst also scoring highly in terms of SDG12 (sustainable consumption and production), supporting the notion that human well-being decouples from environmental impact beyond minimum levels of consumption 39 . More research is needed to better understand the development trajectories of these countries and the policy mechanisms which allow for synergies between well-being and ecological sustainability 36 . Policies such as investment in public services to moderate private consumption 27 and harnessing productivity gains to reduce working hours 45 have been proposed. There is also increasing evidence from sustainable cities that supports the notion that it is possible to mitigate environmental issues and simultaneously improve quality of life 46 .

Trade-offs between the SDGs and SWB can also arise as a result of interactions between different SDGs. In particular, SDGs 11, 13, 14, 16, and 17 continue to have negative trade-offs and non-associations with other SDGs 47 . The highly positive links we identified between goals 11 and 16 and human well-being may possibly compensate for these intra-SDG trade-offs, but policy-makers may find pursuing SDGs 13, 14, and 17 more difficult due to the negative or insignificant correlation with the well-being of current generations. Needless to say, however, that the urgency of climate change does require action to ensure the well-being of future generations 48 , 49 .

Regional analyses have revealed that what accounts for human well-being varies greatly according to regional and socio-economic context; policy efforts must therefore be differentiated. For example, we find that while in Europe reducing inequalities significantly contributes to well-being, poverty reduction is more important in sub-Saharan Africa. These findings complement a recent study of SDG interactions, which finds poverty alleviation in low-income countries and reducing inequalities in high-income countries to have compounded positive effects on all SDGs 50 , thus helping to support the prioritization of these SDGs according to region. Our findings confirm that general analyses often hide important heterogeneity; moreover, we recognise that the picture becomes even more nuanced at the local level, which is increasingly the site where sustainable development policy is implemented 51 . Importing policy models or ‘best practices’ from elsewhere without a deep understanding of the local context can often obscure effective policy-making on sustainable development issues 52 . As explored in the policy mobilities literature, there is often a mismatch between local governance structures and top-down frameworks like the SDGs which can hinder the overall success of such agendas 53 . Where policies are too insensitive to specific local variations, the goals of sustainable development can be squandered. Therefore, a more comprehensive understanding of how the SDGs can be implemented at the local level is critical 54 in order to advance the 2030 agenda such that both people and planet can thrive.

Our analysis is of course limited by data gaps for several SDG indicators, we therefore emphasize the need for increased transparency and co-operation from governments. Regional analyses are limited by the relatively low number of observations available. It is also important to reiterate that variance decomposition analyses are constrained by their methods and the number of observations. As such, these results are meant to be seen as cautious exploration of large-scale trends that are correlational in nature and thus open to potential reverse causality and omitted variable bias. Our aim here is to stimulate thinking and further research on how the SDGs relate to human well-being—and to show that general analyses may hide important heterogeneity when looking at individual SDGs and in the context of different regions. We recognize that in addition to the macro-level statistical analysis conducted here, more research and careful qualitative analysis is needed to understand local complexities and how they interact with the SDG framework.

We have studied the link between the SDGs and SWB of current generations. Future research should investigate the extent to which self-reported SWB metrics account for the well-being of future generations. This is especially relevant when considering SDG 12 (responsible consumption and production) and SDG 13 (climate policy). Implementing these policies requires intergenerational reciprocity, the idea that we must act on the behalf of future generations, which has in turn been shown to depend on the behavior of previous generations 55 . This work also does not address international dynamics. The sustainable development of a country may come at a cost to other countries, or the actions of countries may influence the well-being in others 56 . Furthermore, the model of linking SDGs with well-being assumes only direct relationships, whereas recent work shows that addressing SDGs have knock-on effects for other SDGs 57 .

A potential dynamic that is worthwhile highlighting is the extent to which the well-being of populations may itself exert influence on their country’s approach to development. Changes in well-being have been documented to have wide-ranging effects on economic, social, and health outcomes 58 . Given these objective benefits of subjective well-being there is an urgent need to combine the SDG and SWB research and policy agendas to generate solutions that advance human well-being, without compromising the environmental integrity of our planet.

Data availability

Data from the SDG index is freely available and can be downloaded from www.sdgindex.org . The Gallup World Poll data is not freely available however the data used in this analysis is made available in the online appendix for the World Happiness Report from https://worldhappiness.report .

Hopwood, B., Mellor, M. & O’Brien, G. Sustainable development: mapping different approaches. Sustain. Dev. 13 , 38–52 (2005).

Google Scholar  

World Commission on Environment and Development. Our Common Future (Oxford University Press, Oxford, 1987).

Krueger, R. & Gibbs, D. The Sustainable Development Paradox: Urban Political Economy in the United States and Europe (Guilford Press, New York, 2007).

United Nations. Transforming Our World: The 2030 Agenda for Sustainable Development (2015).

Stiglitz, J. E., Sen, A. & Fitoussi, J.-P. Report by the Commission on the Measurement of Economic Performance and Social Progress (2009).

OECD. For Good Measure: Advancing Research on Well-being Metrics Beyond GDP (OECD Publishing, Paris, 2018).

Frijters, P., Clark, A. E., Krekel, C. & Layard, R. A happy choice: wellbeing as the goal of government. Behav. Public Policy https://doi.org/10.1017/bpp.2019.39 (2020).

Article   Google Scholar  

Benjamin, D. J., Cooper, K. B., Heffetz, O. & Kimball, M. S. Self-reported wellbeing indicators are a valuable complement to traditional economic indicators but aren’t yet ready to compete with them. Behav. Public Policy https://doi.org/10.2139/ssrn.3463478 (2019).

O'Donnell, G., Deaton, A., Halpern D., Durand, M. & Layard. R. Wellbeing and Policy Report (Legatum Institute, 2014).

Sachs, J., Schmidt-Traub, G., Kroll, C., Lafortune, G. & Fuller, G. Sustainable Development Report 2019 (Bertelsmann Stiftung and Sustainable Development Solutions Network, 2019).

Azen, R. & Budescu, D. V. The dominance analysis approach for comparing predictors in multiple regression. Psychol. Methods 8 , 129–148 (2003).

PubMed   Google Scholar  

Patel, V. et al. The Lancet Commission on global mental health and sustainable development. Lancet 392 , 1553–1598 (2018).

Ward, G. Happiness and voting: evidence from four decades of elections in Europe. Am. J. Polit. Sci. https://doi.org/10.1111/ajps.12492 (2019).

Bennett, N. J. et al. Towards a sustainable and equitable blue economy. Nat. Sustain. 2 , 991–993 (2019).

Diaz-Sarachaga, J. M., Jato-Espino, D. & Castro-Fresno, D. Is the Sustainable Development Goals (SDG) index an adequate framework to measure the progress of the 2030 agenda?. Sustain. Dev. 26 , 663–671 (2018).

Tracking progress on the SDGs. Nat. Sustain. 1, 377. https://doi.org/10.1038/s41893-018-0131-z (2018)

Helliwell, J., Layard, R., Sachs, J. & De Neve, J.-E. World Happiness Report 2020 (Sustainable Development Solutions Network, 2020).

Helliwell, J. Measuring and using happiness to support public policies. NBER Working Paper 26529 . https://www.nber.org/papers/w26529 (2019).

Oswald, A. J. & Wu, S. Objective confirmation of subjective measures of human well-being: evidence from the U.S.A.. Science 327 , 576–579 (2010).

ADS   CAS   PubMed   Google Scholar  

Easterlin, R. A., McVey, L. A., Switek, M., Sawanfa, O. & Zweig, J. S. The happiness-income paradox revisited. Proc. Natl. Acad. Sci. 107 , 22463–22468 (2010).

Kahneman, D. & Deaton, A. High income improves evaluation of life but not emotional well-being. Proc. Natl. Acad. Sci. 107 , 16489–16493 (2010).

Powdthavee, N., Burkhauser, R. V. & De Neve, J.-E. Top incomes and human well-being: evidence from the Gallup World Poll. J. Econ. Psychol. 62 , 246–257 (2017).

O’Neill, D. W., Fanning, A. L., Lamb, W. F. & Steinberger, J. K. A good life for all within planetary boundaries. Nat. Sustain. 1 , 88–95 (2018).

Dietz, T., Rosa, E. A. & York, R. Environmentally efficient well-being: rethinking sustainability as the relationship between human well-being and environmental impacts. Hum. Ecol. Rev. 16 , 114–123 (2009).

IPCC. Global warming of 1.5 °C. An IPCC Special Report on the Impacts of Global Warming of 1.5 °C Above Pre-Industrial Levels and Related Global Greenhouse Gas Emission Pathways, in the Context of Strengthening the Global Response to the Threat of Climate Change, Sustainable Development, and Efforts to Eradicate Poverty (2018).

Meadows, D. H., Randers, J. & Meadows, D. L. The Limits to Growth: the 30-Year Update (Universe Books, New York, 2004).

Bengtsson, M., Alfredsson, E., Cohen, M., Lorek, S. & Schroeder, P. Transforming systems of consumption and production for achieving the sustainable development goals: moving beyond efficiency. Sustain. Sci. 13 , 1533–1547 (2018).

PubMed   PubMed Central   Google Scholar  

Scherer, L. et al. Trade-offs between social and environmental sustainable development goals. Environ. Sci. Policy 90 , 65–72 (2018).

Jackson, T. Prosperity Without Growth: Economics for a Finite Planet (Earthscan, London, 2009).

McCauley, D. & Heffron, R. Just transition: integrating climate, energy and environmental justice. Energy Policy 119 , 1–7 (2018).

Alves, M. W. F. M. & Mariano, E. B. Climate justice and human development: a systematic literature review. J. Clean. Prod. 202 , 360–375 (2018).

Levinson, A. Valuing public goods using happiness data: the case of air quality. J. Public Econ. 96 , 869–880 (2012).

Luechinger, S. Valuing air quality using the life satisfaction approach. Econ. J. 119 , 482–515 (2009).

Guite, H. F., Clark, C. & Ackrill, G. The impact of the physical and urban environment on mental well-being. Public Health 120 , 1117–1126 (2006).

CAS   PubMed   Google Scholar  

De Neve, J.-E. & Sachs, J. Sustainable development and human well-being. In World Happiness Report 2020 (eds Helliwell, J. et al. ) (Sustainable Development Solutions Network, New York, 2020).

Roberts, J. T. et al. Four agendas for research and policy on emissions mitigation and well-being. Glob. Sustain. 3 , e3 (2020).

OECD. Accelerating Climate Action: Refocusing Policies Through a Well-being Lens (OECD Publishing, Paris, 2019).

Knight, K. W. & Rosa, E. A. The environmental efficiency of well-being: a cross-national analysis. Soc. Sci. Res. 40 , 931–949 (2011).

Steinberger, J. K. & Roberts, J. T. From constraint to sufficiency: the decoupling of energy and carbon from human needs, 1975–2005. Ecol. Econ. 70 , 425–433 (2010).

Lehr, U., Nitsch, J., Kratzat, M., Lutz, C. & Edler, D. Renewable energy and employment in Germany. Energy Policy 36 , 108–117 (2008).

Nordic Council of Ministers. Nordic Climate Policy—A Case Study on Efficient Policy Measures . 10.6027/NA2014-906 (2014)

Martela, F., Greve, B., Rothstein, B. & Saari, J. The Nordic exceptionalism: what explains why the Nordic Countries are constantly among the happiest in the world. In World Happiness Report 2020 (eds Helliwell, J. et al. ) (Sustainable Development Solutions Network, New York, 2020).

OECD. Climate Change Mitigation: Policies and Progress (OECD Publishing, Paris, 2015).

Lamb, W. F. Which countries avoid carbon-intensive development?. J. Clean. Prod. 131 , 523–533 (2016).

Knight, K. W., Rosa, E. A. & Schor, J. B. Could working less reduce pressures on the environment? A cross-national panel analysis of OECD countries, 1970–2007. Glob. Environ. Change 23 , 691–700 (2013).

Bulkeley, H. Cities and Climate Change (Routledge, Abingdon, 2013).

Kroll, C., Warchold, A. & Pradhan, P. Sustainable development goals (SDGs): are we successful in turning trade-offs into synergies?. Palgrave Commun. 5 , 140 (2019).

Stern, N. H. Why Are We Waiting? The Logic, Urgency, and Promise of Tackling Climate Change (MIT Press, Cambridge, 2015).

Stern, N. Public economics as if time matters: climate change and the dynamics of policy. J. Public Econ. 162 , 4–17 (2018).

Lusseau, D. & Mancini, F. Income-based variation in sustainable development goal interaction networks. Nat. Sustain. 2 , 242–247 (2019).

Carr, C. et al. Raising sustainability/Mobilising sustainability: why European sustainable urban development initiatives are slow to materialise/Territorial cohesion as a vehicle of sustainability/Sustainable urban development and the challenge of global air transport nodes and spatial integration/Distorted density: where developers and non-governmental organizations on sustainable urban development agree/Overcoming politics with markets? The co-production of sustainable development in urban and regional planning. Plan. Theory Pract. 16 , 99–125 (2015).

Temenos, C. & McCann, E. The local politics of policy mobility: learning, persuasion, and the production of a municipal sustainability fix. Environ. Plan. Econ. Space 44 , 1389–1406 (2012).

Carr, C. Discourse yes, implementation maybe: an immobility and paralysis of sustainable development policy. Eur. Plan. Stud. 22 , 1824–1840 (2014).

McLean, B. L. & Borén, T. Barriers to implementing sustainability locally: a case study of policy immobilities. Local Environ. 20 , 1489–1506 (2015).

Wade-Benzoni, K. A. A golden rule over time: reciprocity in intergenerational allocation decisions. Acad. Manag. J. 45 , 1011–1028 (2002).

Schmidt-Traub, G., Moff, H. & Bernlöhr, M. International Spillovers and the Sustainable Development Goals (Sustainable Development Solutions Network, New York, 2019).

Pradhan, P., Costa, L., Rybski, D., Lucht, W. & Kropp, J. P. A systematic study of sustainable development goal (SDG) interactions. Earths Future 5 , 1169–1179 (2017).

ADS   Google Scholar  

De Neve, J.-E., Diener, E., Tay, L. & Xuereb, C. The objective benefits of subjective well-being. In World Happiness Report 2013 (eds Helliwell, J. et al. ) (Sustainable Development Solution Network, New York, 2013).

Download references

Acknowledgements

This article builds on work done for a chapter published in the World Happiness Report 2020 and reproduces some material from that chapter. We are grateful to Sidharth Bhushan, Hedda Roberts, and Pekka Vuorenlehto for outstanding research assistance. We thank Guillaume Lafortune and Grayson Fuller at the Sustainable Development Solutions Network for guidance on the SDG Index data. The Gallup World Poll data is generously made available by The Gallup Organization. We also acknowledge very helpful comments from John Helliwell, Richard Layard, Andrew Oswald, Steve Bond, Tyler VanderWeele, and participants at seminar meetings of the Wellbeing Research Centre at Oxford.

Author information

Authors and affiliations.

Wellbeing Research Centre, University of Oxford, Oxford, UK

Jan-Emmanuel De Neve

Saïd Business School, University of Oxford, Oxford, UK

Centre for Sustainable Development, Columbia University, New York, USA

Jeffrey D. Sachs

Sustainable Development Solutions Network, New York, USA

You can also search for this author in PubMed   Google Scholar

Contributions

J.-E.D.N. provided the initial idea for this paper. J-E.D.N. and J.D.S. designed the research. J-E.D.N. coordinated the analyses and writing and prepared the manuscript. All authors reviewed the manuscript.

Corresponding author

Correspondence to Jan-Emmanuel De Neve .

Ethics declarations

Competing interests.

The authors declare no competing interests.

Additional information

Publisher's note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Supplementary information

Supplementary information., rights and permissions.

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ .

Reprints and permissions

About this article

Cite this article.

De Neve, JE., Sachs, J.D. The SDGs and human well-being: a global analysis of synergies, trade-offs, and regional differences. Sci Rep 10 , 15113 (2020). https://doi.org/10.1038/s41598-020-71916-9

Download citation

Received : 26 February 2020

Accepted : 21 August 2020

Published : 15 September 2020

DOI : https://doi.org/10.1038/s41598-020-71916-9

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

This article is cited by

Assessing the sustainability of the european green deal and its interlin kages with the sdgs.

• Phoebe Koundouri
• Angelos Alamanos
• Stathis Devves

npj Climate Action (2024)

How does mindfulness relate to sustainable attitude and behavior? The role of possible mediators

• Petra Jansen
• Martina Rahe
• Fabian Wolff

Current Psychology (2024)

Strategies for developing sustainable communities in higher education institutions

• Alberto Biancardi
• Annarita Colasante
• Antonio Felice Uricchio

Scientific Reports (2023)

Assessing the United Nations sustainable development goals from the inclusive wealth perspective

• Yogi Sugiawan
• Robi Kurniawan
• Shunsuke Managi

A comparison of economic, environmental and social performance of European countries: a sustainable development goal index

• Denise Anselmi
• Idiano D’Adamo
• Ginevra Virginia Lombardi

Environment, Development and Sustainability (2023)

By submitting a comment you agree to abide by our Terms and Community Guidelines . If you find something abusive or that does not comply with our terms or guidelines please flag it as inappropriate.

Quick links

• Explore articles by subject
• Guide to authors
• Editorial policies

Sign up for the Nature Briefing newsletter — what matters in science, free to your inbox daily.

Advertisement

Global challenges need attention now: educating humanity for wellness and sustainability

• Published: 06 October 2021
• Volume 16 , pages 651–673, ( 2021 )

Cite this article

• Kenneth Tobin 1 &
• Konstantinos Alexakos 1 , 2  

2998 Accesses

3 Citations

1 Altmetric

Explore all metrics

This Editorial sets the stage for 18 papers on the theme, Contemplative inquiry, wellbeing and science education . The special issue consists of a diverse set of papers that complement one another while each contributes in unique ways that will stimulate reflexive practices among the science education community as they ponder how they can contribute to the resolution of global challenges that define our lifetimes. In this Editorial we address priorities for improved science literacy for a worldwide community so that moment-to-moment practices can reduce the world's carbon footprint and reverse global warming and related challenges such as species extinction. We posit that to meet particulars of global challenges facing humanity, science educators need to expand their roles and definitions of science education. Accordingly, in an era of COVID-19, there is an imperative to expand and deepen functional literacy in science and in particular wellness for everyone as part of a necessary education on the birth through death continuum. Our advocacy for the use of authentic inquiry affords learning from research and ensuring that all research participants have opportunities to learn from ongoing research and one another. We expect that all participants will benefit equitably from being involved in research. Participants are educated about what is learned from research in which they are involved, and how that improves their practices. We anticipate that much of what is learned from such research will be enacted in everyday life, thereby affording those with whom they interact to learn by being-with them. Because of the complex, chaotic and dynamic nature of today's world and its associated lifestyles, we address contemplative activities we regard as highly appropriate for doing science in a manner that is restorative and nurturing for ourselves and for the world. Specifically, we examine breathing meditation, meditating to increase blood oxygenation, walking meditation, loving kindness meditation, soft touch energy work and mindfulness. Each of these contemplative activities relates to knowing thyself better and promoting and sustaining wellness and wellbeing. We address self-help in relation to wellness because so many people follow one or two pathways when they become sick, i.e., they rest until their health improves and/or they go to the doctor who may diagnose/prescribe pharmaceuticals or changes in aspects of lifestyle (e.g., diet, more sleep). We provide examples of self-help practices that allow individuals to be autonomous and proactive in avoiding sickness, and directly addressing symptoms if and when necessary. Finally, we examine the potential of using a dialectical approach to teaching, learning and future rethinking of science education and science educators. Grand challenges of the moment demand no less than ongoing research with transformations that catalyze improvements now. We do not have a luxury of waiting for the right time, and the right time to enact sustainable lifestyles is now.

Avoid common mistakes on your manuscript.

Παγκόσμιες Προκλήσεις Χρειάζονται Προσοχή Τώρα

Εκπαιδεύοντας την ανθρωπότητα στην ευεξία και την αειφορία.

Kenneth Tobin και Konstantinos Alexakos

Το άρθρο αυτό προετοιμάζει το έδαφος για 18 επιστημονικές εργασίες πάνω στη θεματική: Στοχαστική έρευνα, ευζωία και διδακτική των θετικών επιστημών. Αυτό το ξεχωριστό τεύχος αποτελείται από μια ποικίλα σειρά εργασιών οι οποίες όχι μόνο συμπληρώνουν η μία την άλλη αλλά παράλληλα η κάθε μία συνεισφέρει με το δικό της μοναδικό τρόπο ο οποίος εν τέλει θα διεγείρει τις αντανακλαστικές πρακτικές ανάμεσα στην κοινότητα των διδασκόντων των θετικών επιστημών, καθώς επεξεργάζονται το πώς μπορούν να συνεισφέρουν στην επίλυση των παγκόσμιων προκλήσεων που καθορίζουν την εποχή μας.

Στο συγκεκριμένο άρθρο γνώμης θέτουμε επί τάπητος τις προτεραιότητες για μια βελτιωμένη γνώση των φυσικών επιστημών για μια παγκόσμια κοινότητα ώστε οι ανά πάσα στιγμή πρακτικές να μπορούν να μειώσουν το παγκόσμιο αποτύπωμα διοξειδίου του άνθρακα και να αναστρέψουν την παγκόσμια αύξηση της θερμοκρασίας καθώς και σχετιζόμενες προκλήσεις όπως η παύση της εξαφάνισης των ειδών. Διατυπώνουμε λοιπόν την αρχή ότι καθηγητές των φυσικών επιστημών, για να ανταποκριθούν στις σύγχρονες παγκόσμιες προκλήσεις που αντιμετωπίζει η ανθρωπότητα, πρέπει να επεκτείνουν το ρόλο τους καθώς και τους ορισμούς τους σχετικά με τη διδακτική των θετικών επιστημών. Συνεπώς, στην εποχή του COVID-19 υπάρχει μια υποχρέωση να επεκτείνουμε και να εντείνουμε τη στοχαστική έρευνα στην επιστήμη και πιο συγκεκριμένα την ευημερία για όλους ως μέρος της υποχρεωτικής εκπαίδευσης στο συνεχές από τη γέννηση έως και το θάνατο.

Η υπεράσπισή μας για τη χρήση της αυθεντικής στοχαστικής υποστηρίζει τη μάθηση μέσω της έρευνας και διασφαλίζει ότι όλοι οι συμμετέχοντες ερευνητές θα έχουν την ευκαιρία να μάθουν από την τρέχουσα έρευνα καθώς και ο ένας από τον άλλον. Οι συμμετέχοντες εκπαιδεύονται για το τι μπορεί να αποκομίσει κανείς από την έρευνα στην οποία συμμετέχει ενώ παράλληλα η νεοαποκτηθείσα γνώση βελτιώνει τις πρακτικές τους. Περιμένουμε πως όλοι οι συμμετέχοντες θα ωφεληθούν ισότιμα από τη συμμετοχή τους στην έρευνα. Αναμένουμε πως το μεγαλύτερο κομμάτι αυτών που θα αποκομισθούν από την έρευνα θα εφαρμοσθούν στην καθημερινή ζωή και κατ’ αυτόν τον τρόπο θα υπάρχει η πολυτέλεια για εκείνους οι οποίοι αλληλεπιδρούν μαζί τους, να έχουν τη δυνατότητα να μαθαίνουν συνάμα με αυτούς.

Λόγω της πολύπλοκης, χαοτικής και δυναμικής φύσης του σημερινού κόσμου και των σχετιζόμενων με αυτών τρόπων ζωής, προτείνουμε στοχαστικές δραστηριότητες τις οποίες θεωρούμε ως τις πλέον κατάλληλες όσον αφορά τον τρόπο με τον οποίον ασκείται η επιστήμη και μάλιστα μέσω μιας οδού η οποία είναι ενδυναμωτική και ενισχυτική για τον εαυτό μας και για τον κόσμο. Πιο συγκεκριμένα, εξετάζουμε τον διαλογισμό μέσω της αναπνοής, το διαλογισμό ως μέσο για την αύξηση της οξυγόνωσης του αίματος, τον περιπατητικό διαλογισμό καθώς και τον διαλογισμό μέσω της αγάπης.

Απευθυνόμαστε στην αυτοβοήθεια σε σχέση με την ευεξία καθώς πολύ άνθρωποι ακολουθούν ένα ή δύο μονοπάτια όταν αρρωσταίνουν κλπ., ξεκουράζονται έως ότου η υγεία τους βελτιωθεί ή/και απευθύνονται στον γιατρό ο οποίος ενδέχεται να διαγνώσει τη νόσο/συνταγογραφήσει φαρμακευτικά σκευάσματα ή να προτείνει αλλαγές στον τρόπο ζωής (π.χ. δίαιτα, περισσότερος ύπνος). Παρέχουμε παραδείγματα πρακτικών αυτοβοήθειας οι οποίες επιτρέπουν σε όλα τα άτομα να είναι αυτόνομα και προορατικά στο να αποφεύγουν τη νόσηση και να καταπολεμούν συμπτώματα εάν και όποτε αυτό κρίνεται αναγκαίο.

Τέλος, εξετάζουμε την προοπτικής της χρήσης της διαλεκτικής προσέγγισης στη διδασκαλία, μάθηση και μελλοντικής επανεξέταση της διδακτικής των θετικών επιστημών και των διδασκόντων αυτής. Οι μεγάλες προκλήσεις του παρόντος δεν απαιτούν τίποτα λιγότερο από συνεχή εμπεριστατωμένη έρευνα με μετασχηματισμούς οι οποίοι θα επιφέρουν βελτιώσεις στο παρόν. Δεν έχουμε πολυτέλεια χρόνου. Η σωστή στιγμή είναι τώρα.

(Our thanks to Myrto Koutra-Iliopoulou for her translation of our abstract to Greek)

Then and now: a new vision for science education, but 16 years later, how can we meet the challenge?

In January, 2006 the founding editors of Cultural Studies of Science Education , Wolff-Michael Roth and Kenneth Tobin, announced the journal in a five-page Editorial. The first paragraph got right to the point (Roth and Tobin 2006 p. 1):

We are pleased to introduce with this volume the inaugural issue of a new journal, Cultural Studies of Science Education (CSSE), which was designed to provide new perspectives and new approaches to science education. In many ways, this new journal departs from the trodden paths in our discipline. CSSE is unique in focusing on the publication of scholarly articles that employ social and cultural perspectives as foundations for research and other scholarly activities in science education and studies of science. The journal encourages empirical and non-empirical research that explores science and science education as forms of culture enacted in a variety of fields that are formally and informally constituted. The editors seek to publish cutting edge scholarship to provide unique perspectives to ongoing problems associated with studies of science and science education and appropriate methodological advances that are salient to scholarly activities in these fields.

Roth and Tobin (p. 5) concluded the Editorial with the following affirmation:

We are introducing this new journal with the hope to contribute to the creation of a community of practice in which exchanges with peers become a major driving force of conceptual, theoretical, and methodological development. Debate, difference, and contradiction are essential elements in and of a community that considers itself as moving, continuously producing and reproducing itself in new forms, rather than steadfastly holding onto its past instantiations and the status quo. But our intentions alone will not bring about change, though it can support and foster it. Both our authors and our readers will be essential to the production of new forms of scholarship as well as new forms of scholarly community, and therefore, new forms of identity for ourselves.

The Editorial makes clear that CSSE did not seek to continue a status quo that already was served by numerous journals, each of which sought to do much the same thing—provide a forum for science educators to publish their work. The editors felt that it was time for a journal that was markedly different, and encouraging of difference and transformation of the field. They did not feel the task would be easy and they expected resistance, and especially concerted efforts to appropriate CSSE as yet another forum for mainstream publications. Importantly, the vision announced in the inaugural Editorial was to be dynamic, changing, initiated and nourished by a community, not by editors' initiatives alone.

The current list of aims and scope of CSSE (Springer, 2021 ) begins with two key characteristics of the journal that:

focuses on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon;

publishes articles that have an explicit and appropriate connection with and immersion in cultural studies.

Contemplative inquiry, wellbeing and science education: a special issue

If you want to worry about things, you're living at a great time.

Bill Nye, 7/23/2021 (MSNBC interview).

The leadoff quote for this section of our Editorial was selected from a TV appearance in which Bill Nye was interviewed about US and world responses to problems associated with the Anthropocene, including climate change, global warming, population size and distribution, fires, flooding, species extinction and possibilities for extinction of human life. Most of these topics are also addressed in this special issue of CSSE. In this Editorial we refer to these topics and others like them as grand challenges (Powietrzynska, Tobin and Alexakos, 2015 ).

Through the pervasive impact of his popular, award winning TV program, Bill Nye the Science Guy , many English-speaking viewers benefited from 100 half-hour programs that Nye hosted. Nye's zany demeanor and use of catchy production resources were entertaining and engaging. Also, the program addressed basic science literacy that connected to contemporary aspects of everyday life. Since the series wrapped up in 1998, Nye has been routinely involved as a spokesperson for science and science education. As is the case with many TV celebrities, he continues to project a larger-than-life image through his clothing, and exaggerated prosody and body movements, such as gestures. Furthermore, Nye is one of just a few science educators who are invited by national media networks in the USA to address the grand challenges and other science-related topics such as UFOs, and establishing human colonies on Mars.

We consider it as an imperative for science educators to step forward in teaching, research and service to address citizens' literacy concerning the grand challenges, lifestyles, and contemporary advances of science. We regard it as self-evident that science educators will not seek to compete with or even mimic Bill Nye in their efforts to educate a segment of a globally dispersed humanity. There is not just one path to be taken. Just as birds in flight create pathways to their destinations, there is no trace of the pathway that can guide those who may wish to get to the same destination. So, it likely will be for science educators with a vision for what they want to accomplish. Each science educator must forge a pathway that is deeply contextual and reflective of the resources that emerge to support their visions, which are necessarily collective, local, and dynamic.

This special issue of CSSE consists of 18 papers written by 48 authors, situated in five countries. The authors are quite diverse in terms of a variety of characteristics with approximately equal numbers of females and males, a relatively large number of ethnic groups, religious affiliations, and career levels (i.e., early, mid, and senior).

Each paper addresses one or more of the themes chosen for the special issue— Contemplative Inquiry, Wellbeing and Science Education . The authors push the boundaries envisioned when CSSE was created, and there is ample evidence that the authors expand conversations about grand challenges in myriad ways. We represent the expanding dialogue as seven interrelated clusters, each based on similarities among keywords provided for each paper that includes:

Vision for science education: nature experience, environmental education, ecology, ecopsychology, contemplative pedagogy, lived experience, Goethean science, and teacher education

Theoretical frameworks: Western worldview, atomistic worldview, humanizing science education, interdisciplinary, environmental ethics, ecological virtue, social justice, agential literacy, processual ontology, animism, Dao field, inner work, social justice, and equity

Human influences: Anthropocene, anthropocentrism, post Anthropocene, and post human(ism)

Research methodologies | methods: authentic inquiry, event-oriented inquiry, place-based, autobiographical narratives, reflective journalism, contemplative inquiry, poetic representation, and arts-based practices

Dynamic collectivism: growing together, lines of becoming, development, transaction, holism, embodiment, relationality, and shared decision making

Contemplative inquiry and practice: meditation, identity, mindfulness, reverence, radical listening, interbeing, and mindful consumption

Wellbeing: sustainability, care, self-care, experienced time, and professional vision

The structure and purposes of this Editorial

In this Editorial we set the stage for what is to follow in this special issue of CSSE. Our approach is grounded in collaborative research, undertaken in the past two decades. Through our own research and teaching, we connect our learning and growth with the seven themes addressed in the papers that comprise the special issue. By so doing, the Editorial is akin to an Op-Ed, providing resources for readers to engage reflexively. Our goal is to invite readers to join ongoing dialogues associated with the clusters that emerged from our reading of the papers.

Here, we do not review the papers that comprise the special issue. Instead in the sections that follow we present our work and standpoints. As clearly as possible, we make our views and understandings clear so that other research groups can consider what we write as points of departure.

In the sections that address contemplative inquiry and wellness respectively, we employ an approach that is fine-grained in its detail. Our purpose in so doing is that, for the most part, these areas are not addressed in other papers to the same extent as the other clusters. Accordingly, in a section on contemplative inquiry we provide details on several approaches to meditation and mindfulness. Similarly, in a section on wellness, we describe how soft touch energy work can be used to sustain good health and treat every day wellness issues like allergies, headaches, sore back, and excesses of emotion.

It is important to mention self-responsibility and having not only agency to believe what we want to believe but also to be educated enough, whether through formal schooling or through our own efforts to have the capacity to sift through the news and information available to us in a systematic, informed and open-minded manner. Teaching inquiry in science should go hand in hand with independent thought and exploration of thorny issues in science that extends beyond what is right or wrong with a focus on the process of learning for self-responsibility for our own health and wellness and in making informed political and scientific decisions globally. Hence, an emphasis in this editorial is on Knowing Thyself.

Teaching and learning inside and outside of the pipeline

The science curricula associated with teaching and learning in the pipeline are hotly contested with politicians, policymakers, and scientists being central stakeholders. It seems difficult for science educators to have a major impact on adapting the curriculum, even though they are often represented on committees at local, state, and national level to transform science curricula. Our experience suggests that little changes, even though there is widespread agreement among science educators on key issues such as de-emphasizing high-stakes testing, and creating science curricula that intersect with everyday life and the grand challenges.

We are struck by our experience that many science education researchers undertake research within a context of a pipeline that begins with pre-k education, and extends through to the teaching and learning of doctoral level students. It seems that relatively less time is dedicated to educating citizens along the birth to death continuum.

Education, sometime and someplace, should prepare humans to live responsible lives and enjoy good health. Accordingly, we advocate an expansion of science educators' roles to plan programs that cater for the life continuum—from babies to aged people who are nearing death and perhaps a transition to an afterlife. Although programs such as those we envision can take place in schools, the expansion we have in mind involves programs offered outside of the academic pipeline, extending from pre-K-12 to graduate level studies. Given the importance of curricula that prepare citizens for appropriate practices in their lifeworlds, the stakes are too high to be distracted from by squabbling about what is in and out of a within-pipeline curriculum.

The range of legitimate roles of science educators should expand, rather than spiral inwards to follow pathways forged by reductive pressures. For the past few years, we have committed to expanding our research and teaching to include out-of-pipeline activities and a broader vision for what science entails. Since the vast majority of our work has focused on teaching and learning in schools and colleges, we have a commitment to continue to offer interventions that are consistent with what we have learned in our ongoing research.

Konstantinos: Ever since reading Heesoon Bai’s paper Peace with the Earth ( 2015 ) and then Jeremy Narby’s book the Cosmic Serpent ( 1998 ), I have been in an on-going philosophical conversation with myself, my science education students and those around me about how we | I may come to understand what is living ... what we label as being alive. We label it as such because it reacts to the world with some level of humanly perceived activity (eating, replicating, etc.). Thus, I think it becomes easy for us in the West to create a definition for what constitutes being alive that very much excludes whole categories that should also be seen as alive, like mountains, seas, planets, etc. …

We ask our students to think outside of the box but our thinking, our teaching in formal classrooms is literally inside a box. We live in a box, we teach and learn in a box, and often we are buried in a box. Topics we regard as priorities are not highly suited to learning in boxes, e.g., what makes us human, our lives, and our interactions with the world around us.

What more is there?

In our multilogical approach to research we like to consider two broad questions such as—what is happening? And why is that happening? We seek answers that reflect different perspectives within a community, and identify patterns of thin coherence together with contradictions (Sewell, 2005 ). Our standpoint is that there is merit in answering broad questions in ways that retain polysemia, i.e., many meaning systems, and polyphonia, i.e., many voices. Our experience is that the approach is non-reductive, or to use a spiral metaphor—expansive in that what we learn about the two questions spirals outward, and is reflective of how participants make sense of social life and the ways they choose to represent what they know.

Based on our understandings of the crisis of representation (Greene, 1994 ), we regard what we learn as an underrepresentation of what can be known. No matter who we approach to answer our questions, and how creative and expansive they are in providing answers, there always will be more. Accordingly, we seek to find additional information by asking ourselves a third broad question (Garfinkel, 1967 ; Roth, 2009 )—what more is there? We realize this is not a direct response to the crisis of representation, however, we provide interventions to "disharmonize the system," akin to casting a stone into a placid lake. As the stone breaches the surface of the lake, it creates waves, and in so doing, hidden forms of culture reveal themselves. Stated differently, we design interventions to create moments of reflexivity, when participants become aware of practices of which previously they had little or no awareness. For example, we may ask participants to respond to the following assertion: when a person comes closer to me than 3 feet, I feel that my personal space is violated.

This assertion may not address an issue that a participant has particularly been concerned about, and the initial response to our invitation to speak might be quite exploratory. Then, in subsequent social interaction, someone might come closer to them, and they notice the intrusion and associated emotions of irritation and discomfort. In our research project, we have designed numerous heuristics to serve as interventions that heighten awareness to specific social phenomena (Tobin and Alexakos, 2021a ). The heightened awareness is potentially transformative, and serves as a vehicle for disseminating what we have learned from our research. That is, use of a heuristic is a mechanism for meeting the goal of catalytic and tactical authenticity (see further discussion of these criteria later in the Editorial).

In regard to what has been accomplished in the papers and associated research featured in this special issue, we ask, what more is there? And how can we contribute more to what we have learned from these papers and myriad others authored by this set of authors and their associated research squads?

To readers of this Editorial, we cast some stones into an impressive reservoir of knowledge:

To what extent can we contest Western imperialist ideology in our research?

How can non-Western knowledge systems provide complementary perspectives on our research that can expand and enhance what we have learned and the potential of our research to be socially transformative?

How do we engage in cogenerative dialogues that include non-Western people and non-Western wellness philosophies and practices focused on making sense of our research?

Below we present several scenarios and questions for conversation, especially given the focus of this special issue and the individual foci of the articles published in this issue. What is your response to each?

The systemic destruction of our world is overwhelmingly caused by international finance capital, multinational agribusiness, the petrochemical industries, imperialistic wars, big pharma, etc. Frequently, contemporary research sets the blame for the plight of the world on individuals and their lack of education. It is as if some poor farmers or coal miners, struggling to keep their families from starving, are just as responsible and to blame for damage to our planet as global corporations.

Whereas COVID-19 is caused by a virus, the pandemic and harrowing death toll and suffering that followed have been exacerbated and magnified by a system where profits matter more than human lives.

How are both good and evil inextricably entwined with the COVID-19 pandemic, and in many other current and historical sites of conflict?

What is the role of self-responsibility in relation to global, grand challenges and personal wellness projects?

A time of crisis

Arguably we write at a time of crisis, especially as it applies to public understanding of and appreciation/respect for science. In the wake of an era of former President Trump in the USA, in which science, and most everything else is hyper-politicized, we face a major contradiction that is contextualized in the rapid spread of the Delta variant of COVID-19. The present international spike in positive cases of COVID-19 is characterized by the emergence of the Delta variant as the predominant cause of infection, with greatest risks for serious health issues being associated with those who are unvaccinated. A paradox in the USA is that there is ample supply of multiple vaccines, which are free of cost to potential recipients. For a variety of reasons, as of this writing, about 50% of the US population is not fully vaccinated. An underlying problem that has emerged is widespread fear and disbelief of science and willingness by many to choose to believe intentional and harmful lies, conspiracy theories, and misleading claims pushed by media personalities and politicians at local, state, and federal levels.

Setting aside the intentions of those responsible for distributing massive streams of misinformation, it is important to note that vaccines and vaccination are not the only targets. Medical science in particular, and science more generally are targets that have shaken public confidence in practices, and necessary to prevent massive surges in hospitalization and death rates, e.g., when and where to wear masks, when and where to quarantine, and whether shutdowns of public gatherings are necessary and can be mandated.

There is a clear need for science educators to have a prominent role at this time. Consider the following exchange between Dr. Anthony Fauci and Republican Senator Rand Paul during a congressional committee hearing in the USA (New York Times July 20, 2021). Fauci is director of the US National Institute of Allergy and Infectious Diseases and chief medical advisor to the president of the USA. Paul, an ophthalmologist, accused Fauci of lying to Congress about the National Institutes of Health funding the "gain of function" research in Wuhan, China. Fauci responded angrily, "[i]f anybody is lying here Senator, it is you." Prior to this episode in an ongoing public dispute between two well-known figures, Paul has repeatedly opposed all efforts of the current President and White House staff and any legislative efforts to fund vaccines and/or mandates such as wearing masks, requiring social distancing, and shutting down institutions in which social gathering can facilitate transmission of the virus. How can the public be educated now, to address this challenge that is pervasive within the USA and elsewhere in the world?

Our position is that science educators have a responsibility to address emerging aspects of the COVID-19 pandemic in ways that can transform social life. On the one hand, there are crises related specifically to the pandemic and then there is a larger picture of population, sustainability of the planet, climate change, and arresting the rate of species extinction, including possibilities of humans becoming extinct. As we have maintained for more than 25 years, science educators should undertake research that produces greater understanding of personal, and others' perspectives on salient issues and substantive changes in social life; changes that transform practices in ways that address grand challenges such as those we discuss here, together with those explored in the articles that comprise the special issue.

Accordingly, we exhort science educators to look beyond what has been commonly seen as standard science curricula. It is the failure of these curricula, the way students are taught science and a pipeline that excludes such a high proportion of our youth, our adults, and our elderly, that is on full display during this COVID-19 epidemic with the multitude of people becoming ill while the means to fight this pandemic are available. It is these failures and the failure of the system as a whole that has left millions desperate and destitute, deprived of proper healthcare and livable income while the few grow ever so wealthy and head for the stars. It speaks volumes that globally many people have had very little real access to the COVID-19 vaccines further exacerbating the health and economic hardships they face.

We take this opportunity to emphasize a high priority for citizen literacy in science education. In a context of science being politicized to an increasing extent, it is becoming customary for claims and assertions that are science-based to be considered as political assertions. Also, there are widespread misunderstandings of the peer review process, and ways in which scientists handle difference. What is needed as far as citizen education is concerned extends beyond what is possible in a 30-s exchange on national TV, or even a 12-min video presentation on YouTube.

There is a need for courses and programs designed to promote literacy in science for everyone, across the age continuum. These curricular development activities, in conjunction with associated research programs to ascertain whether the curricula make a difference, should, address the grand challenges and environmental and personal sustainability, personal hygiene, nutrition and sexuality, health and wellness practices, poverty, and access to quality food and health care. Any such research should itself aim to be transformative in the sense that participants change their ways of being in their day-to-day lives and aim to contribute to the communities researched and beyond.

In the next section we take this exhortation further in a discussion of authentic inquiry and multilogicality.

Using authentic inquiry to address grand challenges now

The changing nature of our research not only reflects the priorities we assign to what we should study, but also the purposes we value for doing research that we consider authentic. As part of our applications of authentic inquiry (Alexakos, 2015 ), we also incorporate contemplative inquiry and wellness and sustainability practices that include compassion, empathy, care, honesty, trust, respect, and inclusivity.

Starting from a base of Egon Guba and Yvonna Lincoln's Fourth Generation Evaluation ( 1989 ), we developed a research approach we call Authentic Inquiry (Tobin and Alexakos, 2021b ). For a study to be considered authentic, we plan for participants to change their ontologies (descriptions of what was happening and why it was happening) and to understand and value others' perspectives, whether or not these align with their own. In addition, what we learn from a study, about ourselves and others, should be used to catalyze improvements for all participants and to ensure that those who are not well-placed to benefit from what we learn receive support to also benefit. Furthermore, in our ongoing efforts for research to improve education (i.e., teaching, learning, and curriculum) for those participants in the study we also would disseminate what we had learned and any tools we created to catalyze improvements and distribute beneficence equitably via ripple effects. We consider authentic inquiry to be a transformative methodology | method, central to a multilogical bricolage that is generative of practices and activities that expand what we value as researchers, and what we count as research.

We advocate for authentic inquiry being an integral part of a multilogical approach to research engaged by science educators and their collaborators (Tobin and Alexakos, 2021b ). As we explained in a recent book (Tobin and Alexakos, 2021c ), we use authentic inquiry along with other frameworks that include hermeneutic phenomenology, emergence and contingence, and event-oriented inquiry. We do not consider participants as subjects, but instead as colleagues and co-researchers.

In summary, the authenticity criteria require that each person heightens awareness about their ontology and others' ontologies. We expect participants to get to know themselves better, and also to understand where others are coming from and why they do what they do. Accordingly, participants become aware of what they understand to be happening in particular contexts and juxtapose their own perspectives with others' perspectives. There is an expectation that all participants will change their ways of witnessing and making sense of their lifeworlds, and also understanding difference as it manifests in how others view what is happening and why it is happening that way. Often, these intentions are covered by the first two authenticity criteria, usually referred to as ontological and educative.

We expect participants to change as a result of being in the research. However, we want them to have freedom to learn what they value and not to be coerced or indoctrinated to our preferred perspectives. Their ways of seeing and making sense of what is happening and why it is happening are expected to change because they learn from being involved in the research, i.e., learn about themselves and others. Also, we anticipate that all participants learn to push on the viability of what they know—putting it to the test and adapting as necessary. Resources for testing viability extend beyond the primary research field to include any and all fields of the lifeworld. What is learned from ongoing research should be put to the test elsewhere, and as necessary, adaptations should be made.

Over the years we have found cogenerative dialogues (hereafter cogens) to be ideal activities for learning about self and others (Tobin and Alexakos 2021a ). Learning from and developing respect for the viability of others' perspectives and practices and adjusting their own different perspectives only when it makes sense to do so.

Learning with and from others is always emergent and contingent, and is also consistent with the idea of "for the greater good." If perspectives lead to stances and practices that are not for the greater good then cogen is a field in which participants can interrogate both advantages and disadvantages of assertions and other warrants used to support practices being considered. In their essence, cogens are educative. The field of cogen is a place where consensus is often the goal—but it also is important to recognize and accept contradictions, understand and respect differences and acknowledge their potential to be transformative for the greater good. Our work with cogen is consistent with William Sewell Jr's idea of culture being experienced as patterns having thin coherence together with ever present contradictions (Sewell, 2005 ).

As we assert, cogens have the potential to foster improvements by discussing what is being learned in our ongoing research and making adaptations when and as necessary (i.e., authentic inquiry is catalytic). In addition, in cogen, awareness about what is learned is heightened, and plans can begin to emerge about how to enact what has been learned in other fields, with other participants. Enacting what has been learned from a study in other fields of the lifeworld raises the potential for others to learn by experiencing these new practices being enacted. That is, if persons enact new practices in a number of fields, there is an increased possibility of others learning from them—simply by being-in-with them as they try out what they have learned. We describe this possibility metaphorically as ripple effects. The enactment of new schema and practices become resources for others' learning.

Tactical authenticity usually necessitates a plan by one or more participants in a study to use what they have learned from the study to educate others who might otherwise not be well-placed to benefit and learn from the research. We regard this criterion as being associated with designing interventions to heighten awareness of schemas and practices that have arisen during the conduct of research. Often, we say that the central idea of tactical authenticity is to design interventions to help those who are not placed ideally in social and cultural space to benefit from what others had learned. Hence, the key purpose of tactical authenticity is to create beneficence—equality that extends beyond opportunities to learn from research. All participants in research are encouraged to go an extra mile and ensure that everyone is provided the resources they need to benefit from being participants in the research.

A clear example of the salience of tactical authenticity involves educating citizens about the desirability of being vaccinated to protect against the spread and further mutation of COVID-19 among African Americans in the USA. There are several related concerns, namely spread of the virus among African Americans and associated chances for mutations to occur and a priority to educate African American citizens to protect against infection by getting vaccinated. There is a real history of science, and medical science not only during the American eugenics’ movement but also in the current era of science and medicine being used to experiment and harm those with the least means (Gould, 2002 ) and just being plain racist (Pilkington, 2021 ). This heightens suspicion among many, not only those of color who may have fear of vaccines and malevolent intent on the part of those who carry authority and power in its many guises. It is surmised by many scholars who have studied vaccine hesitancy (MacDonald, 2015 ) that historically documented abuses, such as the Tuskegee Syphilis Study (Alsan and Wanamaker, 2018 ), are never-to-be forgotten atrocities committed as racist acts to promote science to benefit a domineering white capitalistic society. Historically constituted stories, such as the Tuskegee Syphilis Study and those associated with eugenics, are major deterrents to many citizens who are refusing to be vaccinated because they are suspicious of politicians and who may see science and the scientists who produce science as doing the bidding of the big pharmas (Hoffman and Bowditch, 2021 ).

We advocate for authentic inquiry as part of a fresh approach to science education that is potentially transformative, where “learners act upon the new perspectives which they experience through their critical awareness” (Pandey, 2021 , p. 125), and suited to conduct of research that can address grand challenges such as those we describe in this Editorial. Having described the tenets of authentic inquiry, we exhort science education colleagues to include authentic inquiry in a multilogical bricolage of frameworks that they deem appropriate for their research while adopting tools such as cogen, mindfully speaking and learning, as well as respect for others, compassion, empathy, trust, and willingness to take a stance against efforts to marginalize and otherwise oppress and exploit others.

• Contemplative activities

First, know thyself. We encountered this mantra when we were learning a Japanese healing art known as Jin Shin Jyutsu (Tobin, Alexakos and Powietrzynska, 2015 ).

In this section we examine breathing meditation, humming on the out breath as a way to enhance blood oxygenation, walking meditation, and loving kindness meditation.

Breathing meditation

On the basis of our ongoing research we developed a breathing meditation in which participants keep their mouth closed during the in breath and the out breath processes. While breathing, the focus can be wherever a participant wishes it to be. For example, a person might focus on the out breath only. Alternatively, the focus might be more generically on the breath. Because they have not done so previously some people might find it helpful to focus on the lips being closed. Others might focus on the air entering and leaving the nostrils. Personally, we like to focus on the sensation of the air we breathe in or the sensations we feel in different parts of the body at different times during the meditation.

Wherever we decide the focus to be, we recognize that the mind cannot be controlled. Just notice thoughts and emotions as they enter the mind. Notice if the focus skips to parts of the body, such as an itch on the elbow or a pain in the lower back. We like to use the phrase bear witness. If the mind is thinking about what you will eat for dinner this evening, notice the mind thinking about this. If the mind starts to think about the commute to work, notice the mind thinking about the commute to work. If you feel pain in the left lower back, notice the pain as it rises, peaks, and falls. Notice impermanence of what happens during the meditation—nothing is permanent.

We suggest spending at least 10 min, twice a day, doing this meditation. The health benefits of breathing in and out, with the mouth closed, relate to increasing the amount of nitric oxide that flows in the airways. The presence of nitric oxide allows the hemoglobin to carry more oxygen to different parts of the body.

Konstantinos: For readers interested, one of my favorite books with many powerful breathing practices is the Jewel in the Lotus (Saraswati and Avinasha, 2010 ).

Humming on the out breath

An adjustment to breathing meditation is to hum on the out breath. If you adopt this practice you will increase the amount of nitric oxide in the airways substantially. The research suggests that 15 times the amount of nitric oxide can be transferred to the airways by humming on the out breath (Weitzberg and Lundberg, 2002 ). It is certainly worth trying so that you can see whether humming on the out breath makes a noticeable difference to your wellbeing over a period of a month, for example.

Another adaptation to breathing meditation that can make a significant difference to wellbeing is to focus on the out breath—of course while the mouth is closed. As you breathe out, breathe softly. Do not push hard to eliminate all of the air. Simply breathe out, and make sure as much of the air as possible leaves the body. During an out breath your eyes can be closed gently. During the in breath open your eyes, and allow the body to breathe in. Repeat this process for a minimum of five minutes. Breathe in with eyes open and mouth closed, breathe out with eyes shut and mouth closed. During out breaths, try to eliminate as much of the air as possible from the body. As your awareness shifts, bear witness. Notice your nimble mind moving from place to place and topic to topic. Don't try to control it, just notice. Bear witness.

Breathing meditation can be done while you are seated, with your feet flat on the floor, and as you are walking. Details for walking meditation are provided below. Of course, other postures and activities can be enacted while you are practicing breathing meditation. For example, we often do breathing meditation as we lie on our backs on a bed or massage table. In addition, breathing meditation can be augmented by soft touch holds as we explain later in this Editorial.

Walking Meditation

Meditation is a practice that can be done as you go about everyday life. One of the most common forms of meditation is walking meditation during which a participant walks. There is nothing special about the way a person walks, where they walk, how they walk, how fast they walk, etc. To get started, a participant simply walks. As is the case with breathing meditation, keep your mouth closed, and bear witness to your nimble mind.

Luangpor Pramote Pamojjo, a Theravada monk, encourages Vipassana insight meditation to include walking just as everyday activities like eating, washing dishes, sweeping, and commuting to work. In regard to walking meditation, Pamojjo advocates keeping the eyes open and walking in busy streets where a lot is happening (V. Pamojjo, 2013 ). Of course, that does not preclude walking in secluded places such as a forest, a beach, or around a lake.

Ken: A common place to do walking meditation is in the bedroom. I walk for about 12 yards until I arrive at a wall, whereupon I turn around and walk back to the other wall. I continue to walk back and forth between the two walls for a little over an hour. As I walk I bear witness to my thoughts, emotions, and when and where I focus on the body. If something hurts, or if it tickles, or there is some other bodily sensation, I notice what has happened. Then, my intention is for the mind to return to focus on the out breath. If it does so, I notice. If it does not return to focus on the out breath, I notice what it does focus on. During walking meditation allow your awareness to shift—don't try to control it. Just bear witness.

A common question that frequently is asked is: What should I do to control my monkey mind? In response to the question note the following: Do not try to control the mind, just bear witness. Allow the mind to be nimble. Each time the mind focuses or starts to chatter, notice what it does. When the mind switches from one focus or activity to another, just notice. Notice how it rises and falls if any emotion occurs: Again, know that nothing is permanent. If a body part starts to hurt or itch, and the mind moves to the hurt or the itch, notice the switch and the rise and fall of what you feel. As you walk, be aware, but just walk. It is easier to have a home for the mind to return to. For example, the home you select might be the out breath. In that case, notice when the mind returns home to the out breath. Never force, just bear witness.

Loving kindness meditation

Many approaches to meditation are part of our journeys into the infusion of contemplative activities into our lives. Metta meditation is an example that was highly influential throughout our lifeworlds, including our professional lives as science educators. Metta is a Pali word that is often translated as positive energy and kindness. Other definitions of metta include benevolence, friendship, affection, and kindness toward others. These constructs are good places to start, and yet we think of metta mainly in terms of love, opening the heart to give and receive love, where love is considered much as a mother loves her children; rather than romantic love, it is more of platonic pleasure that ascribes value in worldly beings. Although our understandings might extend beyond the original Buddhist meaning of metta, we think of metta as loving kindness meditation, embracing the following qualities: friendliness, appreciation and joy, compassion and equanimity. Yau Yan Wong ( 2021a ) explains that equanimity is a frame of mind that is carefully accepting of difference, and does not discriminate. She notes that when we have an equanimous mind we can live within a community in harmony. Here, Yau Yan extends community to include humans and other animals, plants, and minerals. In accord with Yau Yan, we use ecosystem as a metaphor to include all of the material and non-material resources needed within the community to sustain harmony. Finally, in a recent communication, Yau Yan noted that her views on equanimity are grounded in a dhamma talk by Luangpor Pramote in which he explained "the ideal state of equanimity is when there is no sphere of self, or when there is no boundary between mind and nature." (Wong 2021b , personal communication).

Usually we regard fields as having no boundaries. However, Yau Yan's elaboration of the meaning of equanimity suggests two possibilities, which we explore as a dialectical relationship, boundary | no boundary, self | other. In this way our framework is expanded to see what more we can learn. We use this expanded framework even though the idea of fields having boundaries is incommensurable with the frame of boundary | no boundary, and self | other. Through this window, we see equanimity emerging in conjunction with a transition from an experience of separation between mind and nature to an experience in which there is no boundary between mind and nature, mind and nature being experienced as one. The idea that self does not have a boundary does not exclude self. Self in dialogue with nature where self is in flux, both is and isn’t part of the broader universe, i.e., self | nature | universe.

Our approach to loving kindness meditation is expansive, accepting Yau Yan's assertion that "true happiness is possible when we practice … loving kindness, compassion, joy, and equanimity" (Wong 2021a , p. 85). Accordingly, we opt to include all of these elements in our loving kindness meditation.

Following the tradition of first know thyself, we begin loving kindness meditation by first focusing on offering loving kindness, compassion, joy, and equanimity to our self. That is, we treat ourselves with the elements of the Buddhist concept of true happiness. To begin loving kindness meditation, we connect with the breath, mouth closed, paying attention to the out breath while bearing witness to the shifting mind. When we feel connected with the breathing, we:

consider the intention of cultivating loving kindness to self, love that is unconditional, open, gentle and supportive.

offer compassion to our self in ways that are tender and accepting of self as we are now.

recall times when we were kind and generous.

emphasize a preference for happiness over suffering.

consider how we experience love.

consider ways in which we receive and send love.

experience the way we experience giving and receiving love in our body.

contemplate on how we give and receive smiles.

ask ourselves if we are open to receiving love from all others.

make sure we offer love to all others.

practice offering and receiving unconditional love.

and, learn to express the joy of living.

When it is appropriate to do so, expand the community to include those for whom you offer loving kindness. Think of someone who is dear to you, a person who is always supportive and reflect on their basic goodness. Feel what you most like about this person as you send them the energy associated with loving kindness. Bask in this energy as you feel it in your body. Expand the circle of loved ones and send each one the energy of loving kindness.

The next step is to identify neutral persons, with whom you do not have a particularly close relationship. Send the energy of loving kindness to each person you identified. Remember the love is unconditional and they can stay as they are, they do not have to change to conform to your view of an ideal.

Next, identify a person with whom you have experienced difficulties. This could be a person who doesn't seem to like you, and may even have tried to harm you in some way. Or, think of a person you do not like, and prefer to avoid. Usually, this would be a person for whom you do not like to feel sympathy or compassion. Let go of resentment and dislike by offering each person unconditional forgiveness for any transgressions you associate with them. As is the case with loved ones, and those you regarded as neutral, expand the circle of difficult people to whom you will send loving kindness. They do not have to change their ways: No conditions are attached. Replace feelings and emotions of hatred you might have with love and compassion.

A final step in the meditation is to expand awareness to include the ecosystems of the planet—include all animals, plants, and material and non-material resources needed to create and sustain harmony. Send loving kindness and freedom to all.

A great advantage of loving kindness meditation is that it can occur in any place and at any time. It can be of relatively short duration, or one meditation can take several hours. Loving kindness meditation can be done in its entirety or in its parts. Furthermore, the meditation can be secular and taught as a life skill across an age spectrum that extends from infants to the elderly.

In a context of researching potential benefits of loving kindness meditation, the following could be foci for authentic inquiry. Consider whether the list of benefits is a warrant for the inclusion of loving kindness meditation in science education courses at graduate and undergraduate levels. What about in science courses for elementary and high school students as well?

• Loving kindness meditation can provide benefits that include: appropriate self-criticism (not destructive), more positive emotions, less self-destructive thinking, reduction in pain, higher resilience, and increases in empathy and kindness to strangers. • Kindness, compassion, forgiveness, and love can create spaces for learning, understanding, and welcoming difference as a resource to support learning rather than a nuisance to stamp out.

Wellness in harmony

In our schools the closest thing that comes to knowing thyself often relates to human biology and physiology. Unfortunately, the approach usually relates to the limit of knowing the names and locations of organs, systems, bones, muscles, tissue types, etc. Even though teachers might make serious endeavors to connect to everyday life and to the particulars of an individual, the evidence suggests that the knowledge is not all that useful in handling every day wellness issues. To illustrate this point, we offer examples from our use of contemplative activities in our authentic inquiry, coteaching, and more generally our transactions in the social world. In this section we describe knowing thyself, and how to use soft touch energy work as a complementary approach to self-help when individuals seek to enact self-help, and thereby facilitate their wellness concerns.

From an early age, children can be taught simple wellness techniques that can keep the energy in their bodies flowing in the channels in which energy is supposed to flow, and also to sustain good health. We consider a good place to start is by holding each finger, for example on the left-hand, for a minute or two until all fingers have had their turn of being held. Finally, the person can bring their palms together as if they were saying a prayer. Holding the palms in the prayer position can also be beneficial to a person's good health.

Know thyself: soft touch energy work

Be sure to note that the health information provided in this section, and throughout the Editorial, is not an alternative to seeking and obtaining diagnosis and treatment from a licensed medical practitioner. As the title of this section suggests, the purpose is educating for self-help, where the goal is to use touches and energy work proactively to harmonize energy flows and sustain good health. What we describe below is based on our own understanding and learnings as we personally practice and become more knowledgeable with these other complementary wellness knowledge systems.

Good health is in the fingers and hands

If you hold a thumb on the left hand, lightly wrapping the fingers of the right hand around the left thumb, you may feel the steady beat of pulses in the thumb, and the fingers that are holding the thumb. If the left thumb is held this way for about a minute or two, a person who may have been a little worried about something will no longer be worried. That is, by holding the left thumb, the energy flowing through the thumb is harmonized—which means it is flowing in one of the correct ways into and out of the thumb, without experiencing diversions and blockages. As well as harmonizing the emotion of worry, holding the thumb can also produce good health by harmonizing energy flows that come through the thumb while flowing to other parts of the body as well. If you experience effects like the following, it may be beneficial to hold the thumb: if you feel you may vomit, or perhaps you have been vomiting, abdominal pain, indigestion, stress, skin projects, insomnia, and some headaches (for some headaches hold the base of the thumb, and that can lessen the severity of pain).

Holding the left index finger can harmonize fear, making a person less fearful of whatever is happening in the moment. Just as it makes sense not to spend too much time being worried, it makes sense not to be afraid. Knowing that fear can be harmonized by holding the index finger is a life skill that young children can learn and use throughout their entire lives. Lightly holding the index finger can address projects related to the shoulder, neck, back, and issues with your teeth or gums.

Ken: When I am at the dentist and the technician is working on cleaning the right side of my teeth and gums, I hold the left index finger. When the dental technician moves to the other side I swap to the index finger on the opposite hand to the side she is working on.

The health projects addressed by holding the index finger include nausea, bladder infections, muscle tension, migraines, headache, high blood pressure, sinus infections, muscle tension, self-criticism, and shyness. Holding the index finger can provide relief when a person has been standing a relatively long time.

The middle finger is associated with anger. If the middle finger is held for a minute or two anger can be harmonized. Health projects associated with the middle finger include emotions related to anger, such as frustration, resentment, and impatience. Other health projects include fatigue, flatulence, and eyestrain that may result from heavy reading.

The ring finger is associated with sadness, and can be harmonized by holding it lightly. Holding the ring finger addresses breathing difficulties, a buildup of mucus and phlegm, earaches, tinnitus, coughing, and skin projects.

If there is a problem with the heart organ it may be beneficial to hold the pinky. Similarly, if a person finds their heart is racing for some reason, harmony might be reached by holding the pinky. Just like the other fingers, the pinky is associated with an emotion—in this case pretense or trying to. These emotions need some explanation. “Trying to” applies to situations where a person is putting in effort to accomplish something or other. It might be as simple as trying to tidy the kitchen so that guests who will soon be arriving at your home will experience a very tidy home. Or, it might involve trying to control somebody else, such as a sibling, parent, or schoolmate. If a person is trying to exercise control over someone else, then they might harmonize the energy flows in the finger by holding the pinky. Sometimes, this emotion is called efforting. If a person is putting too much effort into the activity of the moment, it may be advisable to hold the little finger for a minute or two so that harmony is maintained.

As you might imagine, the emotion of pretense can arise when a person is feeling insecure and/or nervous. Hence, holding the little finger can assist a tendency to try to be something we are not. That is, if a person is feeling insecure and/or nervous, that feeling might be harmonized by holding the little finger. In terms of wellness projects, holding the little finger can assist projects associated with bones and the heart. Also, if a person has diarrhea, or feels bloated they can attain some relief by holding the pinky finger. Interestingly, if a person has been doing a lot of walking (e.g., walking meditation, walking for exercise, or just walking in the garden), they can benefit from holding the little finger for several minutes.

When the hands are held in the prayer position for 1–2 min the emotion of despondency can be harmonized. Someone who is feeling down in the dumps might get some relief by holding hands in the prayer position while focusing on their breathing, or focusing on the pulses felt in each hand.

When you are holding any body part, keep in mind that the front, back, top, bottom, and sides usually connect to different universal energy flows in the body. For example, holding the tip of the middle finger can address major health projects that include coma, heatstroke, and cardiac pain. Lesser issues addressed while lightly touching the tip of the middle finger include irritability, stiffness, swelling, and pain in the tongue.

If you make a fist with your hand and note where the middle finger touches the palm, this locates a space that can be lightly touched or held to address wellness projects associated with mouth ulcers, halitosis, vomiting, and fungal infection of the hand. Just like the position on the tip of the middle finger, the position close to palm center also can address coma and cardiac pain.

Rather than going through each of the front, back, and sides of the main body parts (e.g., torso, legs, arms, feet, hands, head), we conclude this section with a know thyself challenge.

Lightly hold the left hand at the wrist crease on the inside of the hand/arm. The right hand can cover both sides of the wrist crease, extending to the base of the thumb to some distance down the wrist. Maintain this hold for a few minutes and bear witness to the physiological changes that arise during that time. Then, turn the left hand over, and use the right hand to hold the back/outside in much the same way you held the front side. Be sure to keep the touch light. Once again notice the physiological changes that occur during the second three minutes. Make a note of the similarities and differences.

Are you ready? Who are your teachers?

When the student is ready the teacher will appear. When the student is truly ready... The teacher will disappear. Lao Tzu-Tao Te Ching (circa 6 th century BCE)

For more than two decades, we have infused dialectical reasoning into our research and thinking. When we consider learners, we also consider teachers, and when we think about learning, we also think about teaching (Alexakos 2015 ). We represent the dialectical relationship with the vertical bar, i.e., teacher | learner. Similarly, our theorizing of culture also includes numerous dialectical relationships, such as production = reproduction | transformation. Here, our understanding of cultural production has evolved over time to be transformative that links learning with life events/experiences. Accordingly, all learning is both reproductive and transformative. Much can be written about our understandings of this relationship, but in this Editorial, we make just a few points. Production is both aware and unaware, and it is ongoing. Often, we assert that if a person is breathing, they are learning. From this perspective, there is a realization that learning is continuous for a living, breathing person. That being the case, we find it useful to ask—if a person is learning at a given point in time, who are the teachers?

What counts as knowledge? Our acceptance of cultural production as equivalent to learning carries an important implication. Knowledge is more than what can be represented as words since it includes all forms of production. Furthermore, as Greene has noted, knowledge is transcendent in that no matter what forms of representation are used, alone and in combination, there always is more that is known (Greene 1994 ). Accordingly, when a person goes for a walk, production occurs continuously. Many methods can be used to identify what was learned, but they always will fall short of capturing all that was learned. What has been learned during a walking activity?

Before we provide an example that includes walking, we make an additional point about axiology. For the most part, higher value seems to be assigned at least in formal schooling to knowledge that can be expressed verbally (e.g., oral, written). When it comes to wellness it is arguably more important that knowledge represented in practices is of high importance—as are values and emotions.

During a recent successful doctoral defense at the Graduate Center of the City University of New York, Corie McCallum noted that when there were work-related issues to be resolved (during the COVID-19 pandemic, when work was done at home) Corie took a walk, during which many of the problems were resolved as her wellness was also enhanced (McCallum 2021 ).

What did Corie learn as she meditated?

As Corie walks, she meditates and notes a tendency to engage reflexive practices with heightened awareness about the affordances of working from home—especially for health-related projects such as weight control. Also, by working at home she is able to take walks outside and experience the ambiance of sunlight and fresh air. Importantly, working from home provides Corie with freedom about to whom and when she is accessible.

Corie's research brings our attention to questions that can be raised concerning who are the teachers during walking meditation. In many instances the teachers, we decide, are inanimate, and depending on where the walk occurs, they may be non-human. Inevitably, questions arise about the nature of learning environments. It seems self-evident that there likely will be differences in walking on a sidewalk of an inner-city street, walking in a bedroom, walking in the city park, and walking on an unpaved pathway in the forest. Rather than creating answers to questions that concern the teacher | learner relationships in different places—we provide a set of assertions that may serve as starting points for an expansive dialogue about teaching and learning.

Corie's vignette about the uses of walking meditation harmonizes the mind and body so that she is better able to attend to her health while also performing her professional duties as a conduct counselor; it highlights the importance of autonomy to change her schedule when and as necessary. She does not avoid doing her job, but ensures that she addresses health projects when issues arise and need attention, and plans proactively to minimize the occurrence of serious health projects.

What can we learn from this research that might have implications for teaching and learning in and out of the pipeline? Consider the following scenarios, arrange a cogen, and partake in an expansive set of possibilities.

• Students are provided with timeouts that can be used for contemplative activity when they feel their mind | body is not able to support learning to the maximum extent. • Students can engage in breathing, walking and selected healing meditations when they regard it as beneficial to do so. • Periodically, the classes are scheduled to take place in a contemplative garden that is built and maintained by the students and teachers themselves, and members of the local community who are also invited to use it. The garden may feature a running stream, waterfall, and a variety of trees, large, medium and small shrubs, flowering and herbaceous plants.

Out of the pipeline curricula and associated activities can be planned using the resources of a given location, such as existing parks, riverside and beachside resources, mountain and forest walking trails, and specially created spaces to educate the citizenry for specific purposes, such as dying and death (e.g., death parks). The creation of suitable spaces can be built along with curricula designed by science educators for specific purposes, with the proviso that once they are built; the purposes and uses would be dynamically flexible.

Konstantinos: Recently I visited a museum in Thessaloniki, Greece. I read an inscription of how Aristotle used to tutor Alexander the Great under the shaded trees. How many of our public schools give such an option to their students? As science educators how often do we take our traditional classes outside or allow our students (of any age) to take a nature walk break or to go hug a tree or stick their bare hands or feet into the ground during class when they feel the need?

The following texts can be used in cogens to expand the dialogue and the possibilities for educating the citizenry in regard to the grand challenges and other priority topics such as maintaining wellness.

• When I walk along the banks of a river, my thoughts are mediated by the water, the still, reflective surface, the clear sky and the fresh air. I find myself resolving problems, playing music in my head, and feeling the serenity of solitude that mother nature teaches me. • My walk in the forest is without people. I feel the energy and wisdom of the trees. How best can I learn from the trees?—don't seek the teacher, when the time is right, the teacher will come to you. What and how can I learn from being in a forest with trees? • What counts as nature? Can I experience nature inside my home? Am I experiencing nature when I walk in my garden? What about if I walk on the pavement? Must I go to a place where flora and fauna are pristine and influences of humans are difficult to discern. Are humans constituents of nature? What about selves?

Are we up to the challenges that confront us now?

On August 9, 2021 the Intergovernmental Panel on Climate Change released a brief report that began as follows:

Scientists are observing changes in the Earth’s climate in every region and across the whole climate system, according to the latest Intergovernmental Panel on Climate Change (IPCC) Report, released today. Many of the changes observed in the climate are unprecedented in thousands, if not hundreds of thousands of years, and some of the changes already set in motion—such as continued sea level rise—are irreversible over hundreds to thousands of years.

We see this as a rallying cry for science educators to step forward and get to work. Whereas the grand challenges extend beyond climate change, it is clear that a strong, unprecedented collaborative effort is needed to jump start pathways toward success. We are confident that our Editorial, and the papers to follow, can inspire readers of CSSE and catalyze forms of action that are proactive and free of the shackles that have bound us to roles that simply reproduce and even exacerbate extremely low levels of science literacy—on display now, not just in the West, but throughout the world. It is time for science educators to rise up and take the lead in educating ourselves and our global citizenry to successfully grapple with these grand challenges for the betterment of ourselves and our planet.

Which pathways will we choose?

This special issue is dedicated to pushing the boundaries of mainstream science education. We honor the authors of these papers for their contributions and courage.

As we consider what to do and where to go, we may ponder whether we are ready to meet the challenges we will encounter, and if so, who are the teachers to afford our learning?

We are not the first to argue that science education should be of use to our citizenry, or that we access our agency to meet responsibilities to ourselves and a global community. At the same time, in the decades the two of us have been involved in teaching science and science education, rather than progress we have experienced regress. For example, the pressure on teachers to teach to the test attributed to the advent of assessments ad nauseum (both for teachers and the students). We are not optimistic of accomplishing the changes in science education that we argue for in this paper, given systemic foundations of current inequities and ideologies that continue to breed ignorance, miseducation and mistrust in what is science, and who and how it can serve the global citizenry. These issues are further confounded by the contested purposes and goals of education, and science—in particular medical science. At the same time though we believe it is important to have and to engage in difficult conversations such as those we broached and those that follow.

Because we have come to believe that current science education curricula and practices are at best inadequate for preparing our citizenry to have the experience and knowledge to engage current and future grand challenges we (and our planet) face, both of us have moved on with our studies and teaching. We feel liberated by studying and teaching wellness and sustainability from a perspective that combines Eastern, Western, and Indigenous wellness practices and ideas. Also, we feel reconnected with ourselves and the world around us, and have been reminded of the criticality of awareness, caring, compassion, kindness, and love in our own personal and professional lives as well as our own impermanence.

Alexakos, K. (2015). Being a teacher | researcher: A primer on doing authentic inquiry research on teaching and learning . Sense Publishers.

Book   Google Scholar  

Alsan, M. & Wanamaker, M. (2018). Tuskegee and the health of black men. The Quarterly Journal of Economics , 133 (1), 407–455. https://doi-org.ezproxy.gc.cuny.edu/ https://doi.org/10.1093/qje/qjx029

Bai, H. (2015). Peace with the earth: Animism and contemplative ways. Cultural Studies of Science Education, 10 (1), 135–147. https://doi.org/10.1007/s11422-013-9501-z

Article   Google Scholar  

Garfinkel, H. (1967). Studies in ethnomethodology . Prentice Hall.

Google Scholar  

Gould, S. J. (2002). Carrie Buck’s daughter. Natural History, 111 (6), 12.

Greene, M. (1994). Postmodernism and the crisis of representation. English Education, 26 , 206–219.

Guba, E. G., & Lincoln, Y. (1989). Fourth generation evaluation . Sage Publications.

Hoffman, D., & Bowditch, A. (2021). The global pharmaceutical industry: The demise and the path to recovery . Routledge.

MacDonald, M. (2015). Vaccine hesitancy: Definition, scope and determinants. Vaccine, 33 , 4161–4164. https://doi.org/10.1016/j.vaccine.2015.04.036

McCallum, C. A. M. (2021). A student conduct administrator’s journey to wellness . A dissertation submitted in partial fulfillment of the Doctor of Philosophy, The City University of New York.

Narby, J. (1998). The cosmic serpent: DNA and the origins of knowledge . New York, NY: Jeremy P. Tarcher/Putnam.

Pandey, K. (2021). Theorising transformative learning: The power of autoethnographic narratives in education . Leiden, The Netherlands: Brill | Sense Publishers.

Pilkington, E. (23 Apr 2021). Bones of Black children killed in police bombing used in Ivy League anthropology course. The Guardian . https://www.theguardian.com/us-news/2021/apr/22/move-bombing-black-children-bones-philadelphia-princeton-pennsylvania?CMP=Share_iOSApp_Other

Powietrzynska, M., Tobin, K., & Alexakos, K. (2015). Facing the grand challenges through heuristics and mindfulness. Cultural Studies of Science Education, 10 , 65–81. https://doi.org/10.1007/s11422-014-9588-x

Roth, W. M. (2009). Specifying the ethnomethodological “what more?” Cultural Studies of Science Education, 4 , 1–12. https://doi.org/10.1007/s11422-009-9173-x

Roth, W. M., & Tobin, K. (2006). Editorial: Announcing Cultural Studies of Science Education. Cultural Studies of Science Education, 1 , 1–5. https://doi.org/10.1007/s11422-005-9005-6

Saraswati, S., & Avinasha, B. (2010). Jewel in the Lotus: The Tantric path to higher consciousness (3rd ed.). Ipsalu Publishing.

Sewell, W. H., Jr. (2005). Logics of history: Social theory and social transformation . University of Chicago Press.

Springer. (2021). Aims and scope . Accessed on August 14, 2021 at https://www.springer.com/journal/11422/aims-and-scope

Tobin, K. & Alexakos, K. (Eds). (2021a). Transforming learning and teaching: Heuristics for educative and responsible practices . Leiden, The Netherlands: Brill | Sense.

Tobin, K. & Alexakos, K. (2021b). Improving learning and teaching through authentic inquiry research: An Overview. In K. Tobin, & K. Alexakos, (Eds). Doing authentic inquiry to improve learning and teaching (pp. 1–19). Leiden, The Netherlands: Brill | Sense.

Tobin, K. & Alexakos, K. (Eds). (2021c). Doing authentic inquiry to improve learning and teaching . Leiden, The Netherlands: Brill | Sense.

Tobin, K., Alexakos, K., & Powietrzynska, M. (2015). Mindfulness and wellness: Central components of a science of learning. Innovación Educativa, 15 (67), 61–87.

V. Pamojjo, P. (2013). A meditator’s guide . Asia Books Company Limited.

Weitzberg, E., & Lundberg, J. O. N. (2002). Humming greatly increases nasal nitric oxide. American Journal of Respiratory and Critical Care Medicine, 166 (2), 144–145. https://doi.org/10.1164/rccm.200202-138BC

Wong, Y. Y. (2021a). Redefining science education through the lens of mindfulness practice: authentic inquiry for promoting wellbeing, literate citizenry and sustainable lifestyle . A thesis submitted in partial fulfillment of the Doctor of Philosophy, Kasetsart University, Thailand.

Wong, Y. Y. (2021b). Personal communication (8/13/2021).

Download references

Acknowledgements

We acknowledge reviews and thoughtful suggestions on earlier versions of this paper from Kashi Raj Pandey (Lead Editor), Mitch Bleier, Joanna Higgins, Mariatere Tapia-Avery, Carolyne Ali-Khan, Luis Zambrano, Yau Yan Wong, and Anna Malyukova. We are grateful to Myrto Koutra-Iliopoulou for her translation of our abstract to Greek.

Author information

Authors and affiliations.

The Graduate Center of the City University of New York, New York, NY, USA

Kenneth Tobin & Konstantinos Alexakos

Brooklyn College of the City University of New York, Brooklyn, NY, USA

Konstantinos Alexakos

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Kenneth Tobin .

Additional information

Publisher's note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Lead editor: Kashi Raj Pandey.

Rights and permissions

Reprints and permissions

About this article

Tobin, K., Alexakos, K. Global challenges need attention now: educating humanity for wellness and sustainability. Cult Stud of Sci Educ 16 , 651–673 (2021). https://doi.org/10.1007/s11422-021-10080-6

Download citation

Received : 01 August 2021

Accepted : 19 August 2021

Published : 06 October 2021

Issue Date : September 2021

DOI : https://doi.org/10.1007/s11422-021-10080-6

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Sustainability
• Difference as a resource
• Crisis of representation
• Authentic inquiry
• Know thyself

Λέξεις-κλειδιά

• η διαφορά ως πόρος
• η κρίση της εκπροσώπησης
• αυθεντική έρευνα
• διαλογισμός
• αυτοβοήθεια
• Find a journal
• Publish with us
• Track your research

Establishing a More Global Understanding of Wellbeing Through Research

The Global Wellbeing Initiative aims to expand the conceptualization and measurement of wellbeing with globally inclusive perspectives to better understand how to promote wellbeing for all.

Featured Report

Wellbeing for all: incorporating harmonic principles of wellbeing in subjective wellbeing research and policymaking.

Reshaping the Science and Discourse of Wellbeing

The Global Wellbeing Initiative (GWI) builds upon existing wellbeing research, which is traditionally shaped by Western-centric perspectives, by incorporating a more inclusive understanding of wellbeing.

Advancing Research and Thought Leadership

Discover what our researchers and industry experts are saying about wellbeing.

September 20, 2023

Four out of five worldwide frequently feel in harmony with others

We’re building a community of wellbeing scholars.

Our community of scholars will create a new set of globally accepted standards and wellbeing metrics, inspiring local action and public policy changes in service of societies, families and workplaces across the globe.

“The vision and scientific approach of the GWI to include globally diverse perspectives has the potential to create a paradigm shift in how the world conceptualizes and measures wellbeing.” Ed Diener, Ph.D., Alumni Distinguished Professor of Psychology (Emeritus), University of Illinois, and Scientific Advisor, Wellbeing for Planet Earth Foundation

“The Global Wellbeing Initiative is a journey of exploration to understand our common human desire for wellbeing, while also exploring cultural manifestations of our universal strivings for a good life.” Holli-Anne Passmore, Ph.D., Assistant Professor of Psychology and Director of the Nature-Meaning in Life Research Lab, Concordia University of Edmonton

“Already with successes under our belt, new data, new questions, new people and new research agendas, we're finally and truly on the path to unearthing wellbeing around the globe.” Louise Lambert, Ph.D., Editor of the Middle East Journal of Positive Psychology

“As we move from GDP to wellbeing as a metric of societal progress, we need to first ask 'What makes a life well-lived for people around the world?' The GWI is a pioneering partnership that seeks to answer this question with science and geo-cultural inclusiveness.” Alden Lai, Ph.D., Assistant Professor of Public Health Policy and Management, New York University, and Executive Advisor, Wellbeing for Planet Earth Foundation

Join the GWI Community

Share your expertise and help us advance wellbeing for all.

Stay informed.

Contact us at.

How science can help to create a sustainable world

Science is critical to tackle complex challenges for humanity such as climate change, biodiversity loss, pollution and poverty reduction, as it lays the foundation for new approaches and solutions. How can science best fulfill this commitment to society? How can we create dynamic connections between knowledge and action? These concerns have led to a new approach: sustainability science. UNESCO, with the generous support of the Government of Japan, is bringing together key stakeholders from academia, the policy-making community, specialized institutions and the United Nations in order to better define and broaden the sustainability science approach in support of the 2030 Agenda for Sustainable Development. This 2-year project was launched during a symposium held at UNESCO Headquarters in Paris earlier in April.

“The 2030 Agenda is transformative, and it requires a multidisciplinary approach to achieve the Sustainable Development Goals and targets, while ensuring policy coherence across the different interventions” explained Nada Al-Nashif, UNESCO’s Assistant Director-General for Social and Human Sciences. “This is a critical role for sustainability science - as it promotes cross-disciplinary approaches to advance the understanding of human-environment interactions and systems, and how these interactions affect the challenge of sustainability.”

The sustainability science approach is essential for effective decision-making with regard to global sustainability, since social, environmental and cultural systems are closely linked. UNESCO will continue, with its partners, to continue to support efforts to educate and advocate the development of this approach. This approach is a powerful reminder of the complexity of the challenges the world is facing, and the immense responsibilities this creates for international organizations like UNESCO.

“Resilience and adaptation are essential conditions in our quest for sustainability, and these must be informed by science and other knowledge” said Flavia Schlegel, UNESCO’s Assistant Director-General for the Natural Sciences. “Sustainability science is an issue of a normative nature: it is an approach which will allow to capitalize on research as a tool to solve problems. It will assist in tackling complex problems related to sustainability, from disaster risk reduction to food, water and energy security, to societal decarbonized paths, by informing the design of integrated sectoral policies based on the best scientific knowledge available.”

H.E. Mrs Kuni Sato, Ambassador Extraordinary and Plenipotentiary, Permanent Delegate of Japan to UNESCO, confirmed that sustainability science in combination with education play a key role in sustainable development. She expressed her satisfaction at the fact that relevant UNESCO Programmes are working closely together to support this finding.

Any attempt to develop a shared global platform which aims to produce scientific evidence for policy-making on sustainability needs to take into account that Member States assess evidence in different manners, and employ different modes of reasoning in their decision-making processes. The support for sustainability science has a clear political dimension which requires the establishment of exchange platforms in UNESCO to facilitate a fluid conversation among all parties concerned.

Three Symposiums will be organized in the framework of the project, to bring together key experts and perspectives. The second symposium will take place in early 2017. The final outcome of the Project will be a set of policy guidelines defining sustainability science, setting the principles within which the approach should be undertaken, and providing guidance on its application at multiple levels.

Related items

• Science policy

More on this subject

Event STI Forum Side Event: Strengthening instruments for policy implementation in science, technology and innovation 10 May 2024

Other recent news

Union Minister DrJitendra Singh unveils the theme for National Science Day 2023, titled " Global Science for Global Wellbeing" at National Media Centre, Delhi The Minister says, as India enters 2023, the theme indicates India's emerging global role and rising visibility in the international arena. National Science Day (NSD) is celebrated every year on 28 February to commemorate the discovery of the ‘Raman Effect’ The Minister expresses his deep gratitude to Prime Minister Narendra Modi for his meticulous guidance on the theme, subject and events of the National Science Day Theme of “Global Science for Global Wellbeing” is perfectly in sync with India assuming the Presidency of G-20, where she will become the voice of the Global South, comprising of developing countries of Asia, Africa and South America: Dr Jitendra Singh It heralds a new era to provide opportunities to people and scientific fraternity in the country and abroad to come together, work together and experience the joy of doing science for the wellbeing of mankind DST acts as a nodal agency to support, catalyse and coordinate celebration of the National Science Day throughout the country in scientific institutions, research laboratories and autonomous scientific institutions

Union Minister of State (Independent Charge) Science & Technology; Minister of State (Independent Charge) Earth Sciences; MoS PMO, Personnel, Public Grievances, Pensions, Atomic Energy and Space, Dr Jitendra Singh today released the theme for the "National Science Day 2023", titled " Global Science for Global Wellbeing " at National Media Centre, here.

The Minister said, as India enters 2023, the theme indicates India's emerging global role and rising visibility in the international arena.

Dr Jitendra Singh expressed his deep gratitude to Prime Minister Narendra Modi for his meticulous guidance on the theme, subject and events of the National Science Day.

Dr Jitendra Singh said, the theme of “Global Science for Global Wellbeing” is perfectly in sync with India assuming the Presidency of G-20, where she will become the voice of the global south that is the developing countries of Asia, Africa and South America.

Dr Jitendra Singh said, India has acquired Global Visibility in the Comity of Nations under Prime Minister Modi and we are ready for Outcome oriented Global Collaboration to address the Global Challenges. He said, when concerns, challenges and benchmarks have assumed global dimensions, the redressal should also be of the global nature.

The National Science Day (NSD) is celebrated every year on 28 February to commemorate the discovery of the ‘Raman Effect’. Government of India designated 28 February as National Science Day (NSD) in 1986. On this day Sir C.V. Raman announced the discovery of the 'Raman Effect' for which he was awarded the Nobel Prize in 1930. On this occasion, theme-based science communication activities are carried out all over the country.

Dr Jitendra Singh recalled that Modi had extended National Science Day greetings to all scientists and science enthusiasts last year and called for Global Good, when he said, “Let us reaffirm our commitment towards fulfilling our collective scientific responsibility and leveraging the power of science for human progress”.

Dr Jitendra Singh informed that the Global Science for Global Wellbeing theme has been chosen for the purpose of raising public appreciation of the scientific issues in global context which is having a bearing upon global wellbeing.

He said, today, Indian scientific breakthroughs have reached from the lab to the land, indeed applications of science are being used by every household to bring “Ease of Living” for the common man. It also heralds a new era to provide opportunities to people and scientific fraternity in the country and abroad to come together, work together and experience the joy of doing science for the wellbeing of mankind, the Minister added.

Dr Jitendra Singh said, Science and Technology ecosystem in the country has made rapid strides in the last 8 and half years by initiating several new landmark reforms with far reaching implications for the country. He also reiterated the Government’s stand that with renewed focus on Science, India is progressively marching towards becoming a global leader in industrialization and technological development. India’s new plan, called Science, Technology, and Innovation Policy 2020, plans to promote Science more effectively and experts-driven, the Minister added.

Principal Scientific Advisor to the Government of India, Dr Ajay Kumar Sood explained the rationale behind the theme OF " Global Science for Global Wellbeing " and said in the wake of COVID-19, the World has become more closer to fight global challenges. Dr Sood also explained in detail that it was on February 28 in 1928 that iconic Indian physicist C.V. Raman made an important discovery, known as the Raman Effect. The discovery was that when a beam of coloured light entered a liquid, a fraction of the light scattered by that liquid was of a different color. Raman showed that the nature of this scattered light was dependent on the type of sample present.

Secretary, Department of Science and Technology (DST) Shri S. Chandrasekhar in his welcome address said that celebrations of important Scientific Days with associated events bring scientific awareness in the community. Many institutions organise open houses for their laboratories and appraise students about career opportunities available in a particular research laboratory/institution. The Department of Science and Technology (DST) acts as a nodal agency to support, catalyse and coordinate celebration of the National Science Day throughout the country in scientific institutions, research laboratories and autonomous scientific institutions associated with the Department of Science and Technology. National Council for Science & Technology Communication (NCSTC), DST has supported various programmes countrywide through State S&T Councils & Departments for organisation of lectures, quizzes, open houses, etc.

Dr Manoranjan Mohanty, Head, NCSTC, DST and other Senior officials of the Ministry of Science and Technology took part in today’s event.

 <><><><><>

• February 2024
• January 2024
• December 2023
• November 2023
• October 2023
• September 2023
• August 2023
• February 2023
• January 2023
• December 2022
• November 2022
• October 2022
• September 2022
• August 2022
• Developing Story
• Top Stories
• Uncategorized

National Science Day: “Global Science for Global Well-being”

Science is the greatest collective endeavor. It contributes to ensuring a longer and healthier life, monitors our health, provides medicine to cure our diseases, alleviates aches and pains, helps us to provide water for our basic needs – including our food, provides energy and makes life more fun, including sports, music, entertainment and the latest communication technology. Last but not least, it nourishes our spirit.

Science generates solutions for everyday life and helps us to answer the great mysteries of the universe. In other words, science is one of the most important channels of knowledge. It has a specific role, as well as a variety of functions for the benefit of our society: creating new knowledge, improving education, and increasing the quality of our lives. Science plays a critical role in improving global well-being by developing solutions to the challenges facing the world. Global science, which involves collaboration between scientists and researchers from around the world, by working together has the potential to accelerate progress toward developing sustainable solutions to some of the world’s most pressing challenges, from public health and climate change to food security and economic opportunities.

One area where global science can have a significant impact on global wellbeing is public health. With the emergence of new diseases and the spread of existing ones, the need for effective and efficient healthcare solutions is more pressing than ever. Global science can help by developing new drugs and treatments, creating vaccines, and improving our understanding of how diseases spread. In addition to healthcare, global science can also help in mitigating the effects of climate change. It contributes to ensuring a longer and healthier life, monitors our health, provides medicine to cure our diseases, alleviates aches and pains, helps us to provide water for our basic needs – including our food, provides energy and makes life more fun, including sports, music, entertainment and the latest.

Global science can play a critical role in food security, particularly in developing countries where malnutrition and hunger remain significant challenges. By using innovative technologies to improve agricultural practices and increase crop yields, scientists can help to ensure that everyone has access to safe and nutritious food. Global Science focuses attention on how individuals and societies use resources and the environmental impact that is the result of such use. Global science can also help to improve access to education and economic opportunities. By creating innovative solutions, such as online learning platforms and remote work technologies scientists can help to overcome geographical barriers that prevent people from accessing education and employment opportunities. Global Science directs awareness on how people and societies use aids and the environmental influence that is the outcome of such use.

Global science is critical to achieving global well-being. Fundamentally, global health is about achieving better health outcomes for vulnerable populations and communities around the world. Those who study or practice global health work to eliminate health disparities in low-resource settings around the world through research, education and collaborative intervention. It is important that we continue to invest in global science, support international collaboration, and prioritize the development of solutions that can benefit everyone, regardless of their location or socioeconomic status. While similar to public health, global health emphasizes a broad, multidisciplinary approach to understanding emerging health challenges, considering social, cultural, economic and environmental factors that underlie health inequities.

Human well-being is a broad concept, one that includes many aspects of our everyday lives. It encompasses material well-being, relationships with family and friends, and emotional and physical health. It includes work and recreation, how one feels about one’s community, and personal safety. There is no consensus around a single definition of well-being, but there is general agreement that at minimum, well-being includes the presence of positive emotions and moods e.g.  contentment, happiness, absence of negative emotions like depression, anxiety, satisfaction with life, fulfillment and positive functioning. In simple terms, well-being can be described as judging life positively and feeling good. For public health purposes, physical well-being is also viewed as critical to overall well-being.

Well-being is a positive outcome that is meaningful for people and for many sectors of society, because it tells us that people perceive that their lives are going well. Good living conditions  (e.g., housing, employment) are fundamental to well-being. It integrates mental health (mind) and physical health (body) resulting in more holistic approaches to disease prevention and health promotion. It is a valid population outcome measure beyond morbidity, mortality, and economic status that tells us how people perceive their life is going from their own perspective. It is an outcome that is meaningful to the public. Advances in psychology, neuroscience, and measurement theory suggest that well-being can be measured with some degree of accuracy.

Results from cross-sectional, longitudinal and experimental studies find that well-being is associated with: Self-perceived health, Longevity, Healthy behaviors, Mental and physical illness, Social connectedness and Productivity. It can provide a common metric that can help policy makers shape and compare the effects of different policies. Well-being is associated with numerous health, job, family and economically related benefits. Individuals with high levels of well-being are more productive at work and are more likely to contribute to their communities. The Global Wellbeing Initiative is a path of research to comprehend our familiar human intention for wellbeing, while also examining cultural representations of our universal strivings for a decent life.

“The essence of the scientific spirit is to realize what a wonderful world it is that we live in.”………C V Raman

(M Ahmad is a regular writer for this newspaper and can be reached at [email protected] )

You Might Also Like

Quantum consciousness: shiva beyond presence and absence, tharu community: at the forefront of harnessing mountaineering waste, trump’s trial of hush money to porn star stormy creates political storm, food culture and trends, a saga of sorrows: natural calamities and kashmir, sign up for daily newsletter, be keep up get the latest breaking news delivered straight to your inbox..

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Stay Connected

Latest news.

• “Thank you Puri, bow in gratitude to this iconic place”: PM Modi

• Over 21.56% voter turnout recorded till 11:00 am

• Agha Ruhulla Casts Vote in Budgam, Urges High Voter Turnout for Right Candidate

• PM Modi condoles Iranian president Raisi’s death in helicopter crash

Recent Posts

• Iranian President, foreign minister killed in helicopter crash, say state media

Recent Comments

Sign in to your account

Username or Email Address

Remember Me

See highlights from GHTC's 2023 Innovating for Impact Awards

Sign up to receive news and updates from GHTC.

By submitting this form, you are agreeing to the data-use policies outlined in this privacy notice.

5 ways science is transforming global health and saving lives

Science expands our understanding, makes the impossible possible, and helps us build the future we want for all people. science drives the work of ghtc, so we wanted to take a step back to reflect on five ways science is transforming global health..

Science expands our understanding, makes the impossible possible, and helps us build the future we want for all people. Science drives the work of our Global Health Technologies Coalition, so we wanted to take a step back to reflect on five ways science is transforming global health:

1. Science is generating treatments, cures, and vaccines to tackle the world’s most devastating diseases. 

From a vaccine that has put us at the brink of eradicating polio to antiretroviral treatments that have dramatically extended the lives of people living with HIV and AIDS, science has generated new health technologies that have driven tremendous progress in global health. Thanks to investments in science and research, 82 new vaccines, drugs, diagnostics, and other lifesaving global health tools have been developed and introduced since 2000. These tools include a new meningitis A vaccine —which has already saved 378,000 lives and prevented 673,000 new infections since 2010—and new child-friendly malaria drugs that have helped cut childhood malaria deaths by 65 percent since 2000. Science has also fueled a robust pipeline of over 670 global health technologies now in development poised to further build upon these gains.

2. Science is helping us understand the unique needs of users and communities so we can design the right tools for impact.

3. Science is helping us predict, detect, and track emerging health risks so we can be better prepared to confront tomorrow's challenges.

From using weather patterns to forecast the risk of insect-borne disease outbreaks, to employing genomics and evolutionary theory to predict how bacteria will become resistant to antibiotics, to advancing new hybrid systems that combine crowdsourced data with traditional disease surveillance, science is helping us better predict, detect, and track infectious disease outbreaks and other emerging health challenges. Early detection can make the difference between an outbreak becoming an epidemic and is critical to mounting an effective response.

4. Science is helping us understand what works and what doesn't so we can better target interventions and design health programs for maximum impact. 

How often does an insecticide-treated bed net need to be replaced , and how many tears can it sustain before its stops working? In an era of limited resources, can we predict which technologies and interventions are likely to save the most lives in a country if brought to scale? How do we get people to change their handwashing habits to reduce diarrheal disease and childhood deaths? These are the questions big and small that scientists, data analysts, and other health researchers are working to answer in labs, offices, and program sites across the United States and world. The answers they get are helping us better target health solutions and refine health programming to more save lives and more dollars.

5. Science is putting information and data at our fingertips to help us fight global diseases and health challenges in new and unusual ways.

The revolution in mobile technology, digital health, and big data is transforming our approach to fighting global diseases and health challenges. Health care workers are using mobile devices to track immunization coverage door-to-door and monitor vaccine supplies to prevent stockouts, doctors are using SMS to remind patients to take their tuberculosis drugs and treatment adherence, and health ministries are deploying new data visualization toolsto turn a mountain of data into accessible and actionable information to guide decision on to best deploy and target resources.

Science creates a foundation upon which improvements in global health are built. It unlocks discoveries and fuels innovation, informs policies and programs, breaks down barriers, and ultimately advances better, healthier lives for all people. At this moment in time, it is more vital than ever that we build a convincing case of the benefits that flow from science and the importance of strong investment in science and research.

In global health, science matters because #scienceserves and science saves.

About the authors

Jamie bay nishi ghtc.

Jamie served as GHTC Executive Director for seven years until the end of 2023, leading the coalition’s policy and advocacy portfolio, as well as managing its engagement with GHTC members and other stakeholders and partners in government, the private sector, and civil society. She has over 12 years of experience in business development, project management, stakeholder engagement, and strategic partnership building.

Marissa Chmiola GHTC

Marissa manages the development and implementation of the coalition’s communications activities, overseeing GHTC’s digital presence, media outreach, events, publications, and internal communication practices. She also manages GHTC's monitoring, evaluation, and adaptive learning and donor reporting... read more about this author

Other Breakthroughs Blog posts you may like:

Research roundup: progress in fighting ntds and tb, polio eradication setbacks, and the crisis surrounding..., global health r&d gamified.

National Science Day 2023 Theme Is ‘Global Science For Global Wellbeing’. Know What It Means

National science day 2023: this year's theme is perfectly in sync with india assuming the g20 presidency, according to dr jitendra singh, union minister of science and technology..

National Science Day 2023: The theme for National Science Day 2023 is 'Global Science for Global Wellbeing'. The theme indicates India's emerging global role and rising visibility in the international arena, said Dr Jitendra Singh, Union Minister of Science and Technology, according to a statement released by the Department of Science and Technology. 

India assumed the G20 Presidency on December 1, 2022. Singh said the theme for National Science Day is perfectly in sync with India assuming the G20 Presidency, as part of which the country will become the voice of the global south. 

National Science Day is observed annually in India on February 28 to commemorate the discovery of the 'Raman Effect'. 

According to the statement, Singh said India has acquired "global visibility" in the comity of nations, under the leadership of Prime Minister Narendra Modi, and that the country is ready for outcome-oriented global collaboration to address the global challenges. 

Singh also said that when concerns, challenges and benchmarks assume global dimensions, the redressal should also be of global nature. 

ALSO READ | National Science Day 2023: Why Is It Observed On February 28? Know Its Significance And This Year’s Theme

He further said that the theme 'Global Science for Global Wellbeing' has been chosen to increase the appreciation of scientific issues globally, in order to ensure "global wellbeing". 

The minister recalled that last year, on the occasion of National Science Day, Modi had called for "Global Good". The Prime Minister had said: "Let us reaffirm our commitment towards fulfilling our collective scientific responsibility and leveraging the power of science for human progress". 

Singh said that in the present day, Indian scientific breakthroughs have reached from the lab to the land. He explained that applications of science are being used by every household to bring "ease of living" to the common man. 

Singh said this heralds a new era to provide opportunities to people and the scientific fraternity in India and abroad to come together, work together and experience the joy of conducting scientific research for the wellbeing of mankind. 

According to the minister, India is progressively marching towards becoming a global leader in industrialisation and technological development. The aim of India's new plan, 'Science, Technology and Innovation Policy 2020', is to promote science more effectively and make it expert-driven. 

Explaining the rationale behind this year's theme for National Science Day, Dr Ajay Kumar Sood, Principal Scientific Advisor to the Government of India, said the world, in the wake of the Covid-19 pandemic, has come closer to fight global challenges.

Top Headlines

Trending News

Photo Gallery

Trending Opinion

Personal Corner

• Homework Help
• Essay Examples
• Citation Generator
• Writing Guides
• Essay Title Generator
• Essay Topic Generator
• Essay Outline Generator
• Flashcard Generator
• Plagiarism Checker
• Paraphrasing Tool
• Conclusion Generator
• Thesis Statement Generator
• Introduction Generator
• Literature Review Generator
• Hypothesis Generator
• Editing Service
• Global Health Essays

Global Health Essays (Examples)

1000+ documents containing “global health” .

Filter by Keywords:(add comma between each)

Global health.

Global Health / Nursing Trends Wealthy Nations In the era following World War II, industrialized nations, which were the most affluent nations in the world, invested more money into healthcare and social services than in the era prior to the war. This meant that many industries related to healthcare, including medical healthcare professionals, medical billing, support staff, and creative and building industries, experienced growth as well. The healthcare models in wealthy, postwar nations, did not all grow and develop in the same ways through the 1950s and 1960s. The spectrum of healthcare system types ranges from private market-based to state-owned and operated. Some countries, such as France and Japan, have healthcare systems that blend characteristics from both medical models. There are many historical and political factors beyond healthcare system arrangement, however, which are seriously impacting global health trends currently (Kovner and Knickman 2008). The socioeconomic disparities between nations and their healthcare system….

Dolan, Ed. (2011) What Can The U.S. Learn From Other Countries' Health Care Systems?. Business Insider. Retrieved from:  http://www.businessinsider.com/what-can-the-us-learn-from-other-countries-health-care-systems-2011-2#ixzz1JlZpWtvb 

Kovner, A & Knickman, J. (2008). Health Care Delivery in the United States. 9th Edition. Springer Publishing Company: New York.

Global Health Human Div and

The analysis of the veterinary services will be carried out under the patronage of the OIE in cooperation with FAO and the concerned benefactors. The H5N1 virus could alter or re-assort and become contagious from human to human producing a significant hygienic trouble at worldwide level. Thus, the very best means to prevent this advancement is to fight the virus at its pet source. iv. Epidemiological impacts. A local OIE/FAO wellness center can be hosted by the OIE egional epresentation as specified throughout the Beijing conference be urgently produced in Europe in order to especially support nations to manage avian influenza in really close cooperation with the EC. Funds dedicated for avian influenza control in pets throughout the Beijing conference by benefactors consisting of the EC, can be assigned at worldwide, local and nationwide levels. Non-European Union Member Countries of East Europe found on the borders of various other continents can be taken as protectors….

Abbate, R., Di Giuseppe, G., Marinelli, P. And Angelillo, I.F. (2006). Knowledge, attitudes, and practices of avian influenza, poultry workers, Italy. Emerg Infect Dis;12:1762 -- 5.

De Zwart, O., Veldhuijzen, I.K., Elam, G., Aro, a.R., Abraham, T., Bishop, G.D., et al. (2007). Avian influenza risk perception, Europe and Asia. Emerg Infect Dis;13:290 -- 3.

Di Giuseppe, G., Abbate, R., Albano, L., Marinelli, P. And Angelillo, I.F. (2008). A survey of knowledge, attitudes and practices towards avian influenza in an adult population of Italy. BMC Infect Dis;8:36.

McLeod, a., Morgan, N., Prakash, a. And Hinrichs, J. (2007). In collaboration with FAO (AGAL and ESCB). FAO Emergency Centre for Transboundary Animal Diseases Operations (ECTAD). Economic and Social Impacts of Avian Influenza. Available at:  http://www.fao.org/avianflu/documents/Economic-and-social-impacts-of-avian-influenza-Geneva.pdf

Global Health the World Is an Increasingly

Global Health The world is an increasingly shrinking place. Globalization has interconnected countries through trade and technology (De Cock, Simone, Davison, Slutsker, 2010). Today's economic turmoil is a great example of how is essentially one big web: one country's economic downturn has a domino effect on others. Globalization has other consequences, such as the migration of people from areas of low economic development to those of growing economies. Also with the rise of powerful multinational corporations with global interests, they need a mobile international workforce. Essentially, the world is becoming one big community. In respect to global health this has certain implications. Events such as an epidemic in Ghana or an outbreak of tuberculosis in China are no longer isolated events. What happens in one corner in the world has the capability of being felt all over. If there is war and disease, this creates refugee populations that can unbalance other….

De Cock, K.M., Simone, P.M., Davison, V., & Slutsker, L. (2013). The New Global Health. Emerging Infectious Diseases, 19(8), 1192-1197. doi:10.3201/eid1908.130121

Requejo Harris, J., Merialdi, M., Merzagora, F., Aureli, F., & Bustreo, F. (2010). The World Health Organization Policy on Global Women's Health: New Frontiers. Journal Of Women's Health (15409996), 19(11), 2115-2118. doi:10.1089/jwh.2010.2101

Stambos, V., Leydon, J., Riddell, M., Clothier, H., Catton, M., Featherstone, D., & Kelly, H. (2011). Evaluation of the World Health Organization Global Measles and Rubella Quality Assurance Program, 2001-2008. Journal Of Infectious Diseases, 204S499-S505. doi:10.1093/infdis/jir128

Global Health Vast Differences Exist Between Developed

Global Health Vast differences exist between developed and developing countries with regard to mortality, chronic diseases, and communicable diseases. Lack of adequate healthcare, poorer living conditions, and lack of health-related education all contribute to the poorer health experienced in developing countries. Factors such as population aging, the persistent spread of HIV / AIDS, and increased disease burden are also present in developing countries (Mathers, 2006). The following discussion presents the disparity in global health between poorer, developing countries and countries in the developed world. One of the most prominent causes of death in developing countries with low incomes is mortality due to communicable diseases. Impoverished countries are more vulnerable to deaths from communicable diseases that are more successfully treated and prevented in wealthier, developed countries (Mathers et al., 2009). In particular, deaths among children under the age of five in developing countries, which account for seven out of 10 deaths among this….

Mathers, C., Boerma, T. Ma Fat, D. (2009). Global and regional causes of death. British Medical Bulletin, 92, 7-32. Retrieved 7 September 2012, from  http://bmb.oxfordjournals.org/content/92/1/7.full.pdf+html .

Mathers, C., Loncar, D. (2006). Projections of global mortality and burden of disease from 2002 to 2030. PLoS Medicine, 3(11), e442. Retrieived 7 September, 2012 from  http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1664601/pdf/pmed.0030442.pdf .

improvements in health since 1960, there are still a quantity of challenges, which should have been easy to resolve. As a person, all through my career, I have personally chosen to focus on the opportunities and experiences produced within the area of global health differences. Nevertheless within this area, there is an abundant divide among global aspects of health issues, for instance the effect of inequality and poverty that are really bothering me. With that said, this paper will give a personal involvement with global health through my experience with the illness of my professor. I was heartbroken when I learned of my professor illness. She was not just a respected professor but a good nurse. She was only 40 when her health was challenged. It started because she did not want to stay in an unhealthy work environment, she made the decision that she didn't want to continue to….

Iain Barton, M. (2013, November 21). Fostering Healthy Businesses. The Task Force on Sustainable Business Models. www.everywomaneverychild.org/iwg.

Michael Weitzman. (2013). Housing andChildHealth. Curr ProblPediatrAdolescHealthCare, 23(11), 1-38.

Schenker, M.B. (2010). A Global Perspective of Migration and Occupational Health. AMERICAN JOURNAL OF INDUSTRIAL MEDICINE, 23(8), 232-400.

Sinha, S.R. (2011). Health Technologies and Innovation in the Global Health Arena. The New England Journal of Medicine, 365(9), 779.

Global Health Portfolio

Health Care Reform Reflection The 21st century has seen a great deal of effort and debate regarding the future of American health care as healthcare reform has been one of the most discussed and divided political issues in the most recent election cycle. The effort to pass comprehensive legislation to ensure a standard degree of coverage for all Americans has been in the works for over two decades. The passing of the health care reform assembled by the Obama administration has reignited the debate over the role and relationship between the state, the health care system, and the public. This is an opportune moment for healthcare industry workers to reflect upon these relationships and to interrogate their underlying philosophies and perspectives on the role of the health care industry at large. Looking at health care from legal, ethical, and economic perspectives provides keen insight into the role of the individual within the….

Ethics in Global Health Lena

She must be careful that her counseling does not fall in the line of coercion. Justice Fairness and equity in allocation of all healthcare services; social values are not part of the decision as to who receives care. Lena's opinion of the situation is not relevant; Mr. X's individual rights take predominance, as does the quality of his care. Beneficence The primary goal of medicine, help -- or do no harm. What is the best healthcare decision for a person in their particular circumstances? To do no harm Lena has a moral obligation to protect her sister from infection; knowing that she may be doing emotional harm; however, since HIV is incurable, the choice is moot. Non-Maleficence Never harm intentionally and perform one's obligation to use any and all appropriate treatments to cure or prevent illness. Lena's obligation is to prevent or cure illness; prevention is the key here. She can try with Mr. X., but ultimately she….

ANA Code of Ethics.(2010). Cited in:

 http://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurses/Code-of-Ethics.aspx 

Grace, P. (2008). Nursing Ethics Through the Lifespan. Prentice Hall.

McHale, J. And a. Galagher. (2003). Nursing and Human Rights. Butterworth Tschudin, V. (2003). Ethics in Nursing: The Caring Relationship. Butterworth

Four Models in Global Healthcare

Community Health Aides Model Improving International Healthcare "International Health-care system...hat to do to improve the U.S.'s health system" Global health organizations have been studying ways to create efficacious care within and across the many national, ethnic, and cultural contexts. Several models have been shown to be particularly effective regardless of context. Using extant secondary research, this report will provide the fundamental framework for a model that is agile, comprehensive, and eminently adoptable. Five contexts in which the model was implemented are briefly discussed: Alaska, Iran, Jamaica, and Rwanda. These implementation settings have the following attributes in common: Sparse populations, cultural and ethnic influences that differ from the physicians and administrators of the healthcare programs, and the need for regular follow up care and consultation. The information provided does not focus on any particular disease or disorder, but rather describes a system for addressing the needs of communities in rural or poorly resourced areas. The healthcare….

Works Cited:

Cumper, Gloria C. And Vaughan, J.P. Community Health Aides at the Crossroads. World Health Forum 6 (1985): 365-367. Print.

Hansen, Suzy. What Can Mississippi Learn From Iran? The New York Times 27 July 2012. Web. 4 April 2014.

Haraldson, Sixten S.R. Community Health Aides for Sparse Populations. World Health Forum 9 (1988): 235-238. Print.

Kraemer, Alison. The Key to Effective Care in Rural Rwanda. Community Health Workers. Harvard College Global Health Review. 19 September 2009. Web. 4 April 2014.

Evaluating Global Health Outcomes Measures that Matter

History of Global HealthThe concept of global health has its origins in public health, a discipline traditionally concerned with health matters within specific nations or communities (Dodgson et al., 2017). However, with globalization leading to increased interconnectedness, disease patterns began to cross national borders, resulting in the emergence of global health as a distinct discipline. Historically, the evolution of global health can be organized into three primary periods. The first, known as the Sanitary Era (1850s-1940s), focused on controlling infectious diseases through improvements in sanitation and hygiene. This era was characterized by the establishment of the International Sanitary Conferences, which were aimed at managing diseases like cholera, yellow fever, and plague. Following this was the Health Development Era (1940s-1980s), which saw the creation of international bodies such as the World Health Organization (WHO) and the United Nations Childrens Fund (UNICEF). The third period, known as the Globalization Era (1980s-present), has….

Dodgson, R., Lee, K., & Drager, N. (2017). Global Health Governance, a conceptual review (pp.439-461). Routledge.

Hanefeld, J. (2014). The global fund to fight AIDS, tuberculosis and malaria: 10 years on. Clinical medicine, 14(1), 54.

Jaca, A., Malinga, T., Iwu-Jaja, C. J., Nnaji, C. A., Okeibunor, J. C., Kamuya, D., & Wiysonge, C. S. (2022). Strengthening the health system as a strategy to achieving a universal health coverage in underprivileged communities in Africa: a scoping review. International journal of environmental research and public health, 19(1), 587.

Complexity of Global Health Definitions

Global HealthGlobal health refers to the study and practice of improving health and achieving equity in health for all people worldwide. It encompasses a broad range of issues that transcend national borders and require cooperation among countries and international organizations to address. These issues include communicable and non-communicable diseases, environmental health, and access to healthcare and medicines. The field of global health is important because it aims to improve the health and well-being of the entire human population, and addresses the root causes of health disparities that exist between different countries and regions.Global health can also be viewed as an interdisciplinary field of study that looks at the health of populations throughout the world. It includes aspects of social and economic development, environmental quality, and access to health care. It also involves looking at the larger determinants of health, such as access to clean water and sanitation, poverty, gender inequality….

Beaglehole, R., & Bonita, R. (2010). What is global health? Global Health Action, 3, 5142.  Retrieved from  https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2852240/ 

Koplan, J.P., Bond, C.T., Merson, M.H., Reddy, K.S., Rodriguez, M.H., Sewankambo, N.K., & Wasserheit, J.N. (2009). Toward a common definition of global health. Lancet, 373, 9679, 1993-1995. http://dx.doi.org.proxy2.cl.msu.edu/10.1016/S0140-6736(09)60332-9 

Social Justice in Global Health

Blog: Place Within Populations Blog -- Place Within Populations How individual and community social behaviors and responses to the physical environment alter, disrupt, impair and/or damage the ability of human physiology to fight infectious diseases. The following concepts will be explored: drug resistant microorganisms, herd immunity, and re-emergence of vaccine preventable diseases, genetic susceptibility of some populations. The idea that individual and social responses to the environment can impact human health, particularly with regard to the ability to fight off infectious disease is not new. As far back as the 1800s when John Snow connected an epidemic of cholera to sewage in the Broad Street pump, epidemiologists (as they are now known) have been making connections between behavior, environment, and disease. Some variables influence public health through policy rather than through medical practice. The public health system has labeled phenomena such as these social determinants of health (SDH). The World Health Organization (WHO)….

Gore, D.M. & Kothari, A.R. (2013). Getting to the root of the problem: health promotion strategies to address the social determinants of health. Canada Journal of Public Health, 104(1), e52-e54.

2. How the practice decisions of health care providers, health educators, health organizations, policy nation and globally. Consider the leadership and management roles of nurses in recognizing the global health implications of patient education, screening and care delivery management.

An unwillingness to accept health care advice from outsiders is not a trait buried in our historic past, as I will discuss in more detail below. Trust is more readily given to those who are live among us or who are like us in important ways. Dr. Shirley, who has established clinics and home visitation networks in the Mississippi Delta, can attest to the resistance to outsiders that seem intractable in local residents. Referring to the diseases born of poverty and obesity that are not prevented by traditional -- and even non-traditional -- approaches to healthcare, Dr. Shirley told The New York Times staff reporter, "I've been coming here for 40 years and nothing has changed" (Hansen, 2012). Could it be that this reluctance -- to let those outside of one's culture or ethnic group influence how things are done -- be a residual from the days when keeping to one's tribal practices meant greater survival rates? Scientists who study social collectivism and individualism have observed that the further away from the equator one goes, the more individualism increases and collectivism decreases. Their conclusion: equatorial environments are saturated with pathogens and colder environments are not. These researchers have attributed this difference to the

How Orphan Diseases Disproportionately Affect Emerging Nations

Global Health: The Multiple Challenges Involved in Treating Childhood DisordersDiscuss the relationship between health, development, poverty and equity.There is an inextricable and intuitive relationship between health, development, poverty and equity. A vast body of scholarship confirms that people who enjoy an affluent lifestyle suffer from far fewer health-related concerns and live longer and healthier lives compared to their impoverished counterparts, thereby creating inequities that disproportionately affect the latter which are regarded as inherently unjust and unfair. For instance, according to the course materials, Its important to make a distinction between inequity and inequality. Inequity [refers to] differences in health that are not only unnecessary and unavoidable, but also unfair and unjust. Inequality describes differences in the distribution of health determinants between different groups (Slide 12). Therefore, while inequalities in health care typically defy easy or cheap solutions, inequities are more amenable to resolution if the political wherewithal exists to do….

Basilico, M. et al. (2013). Health for All? Competing Theories and Geopolitics. In Reimagining Global Health: An Introduction, P. Farmer et al., eds. University of California Press.

Calligan, M., Chakkalackal, L., Dadzie, G., Tardif-Theriault, C., Cook, S., Vettese, E., Soman, D., Kuczynski, S., Schechter, T., Dupuis, L. L., & Sung, L. (2023). Feasibility of three times weekly symptom screening in pediatric cancer patients. BMC Cancer, 23(1), 1–10.

Childhood Cancer. (2023). World Health Organization. Retrieved from  https://www.who.int/  news-room/fact-sheets/detail/cancer-in-children.

Childhood Obesity and Obesity

Policy, Politics, and Global Health The public policy issue selected is childhood obesity. I selected this issue because childhood obesity has a considerable longstanding impact on the health of the public as well as the cost of health care. This is becoming a more significant issue in the public realm because childhood obesity emanates from the main reason that these children grow up into obese adults who might end up suffering a great deal of health problems. According to the Centers for Disease Control and Prevention (CDC) (2015), childhood obesity has more than doubled and increased fourfold in adolescents in the past three decades. Statistics indicate that by 2012, more than 33% of the children and adolescents in the United States were obese or overweight. This implies that there is a need for policy intervention addressing this health hazard. esearch studies undertaken have indicated that childhood obesity is a relevant public policy….

Andersen, E. (2011). The facts of lunch: Federal school regulations aren't the answer. The Heritage Foundation.

Arbor, A. (2014). Soda Tax for Adolescents and Exercise for Children Best Strategies for Reducing Obesity. Elsevier.

Cawley, J. (2010). The economics of childhood obesity. Health Affairs, 29(3), 364-371.

Centers for Disease Control and Prevention (CDC). (2015). Childhood Obesity Facts. Retrieved from:  https://www.cdc.gov/healthyschools/obesity/facts.htm

Global Health Program Intent Letter

I believe my background and extensive business acumen, make me an ideal candidate for admission into your PhD program. As an international student, I believe that I also possess a unique approach to healthcare that differentiates me from other applicants to the program. The combination of a strong business background, unique skillset, and a passion for health will drive my continued success in the program. I will also help facilitate the growth of other members in my cohort through my diverse background from the Middle East. To begin, I have a very strong track record of working together with others to derive mutually beneficial results within the healthcare industry. I have experience building entirely new healthcare departments, which requires vision, foresight, and strong communication skills. Through my leadership, I have also developed healthcare infrastructure programs design to provide aid to the poor and less fortunate. Here, I was able to deliver….

Disease Prevention in the Realm of Global Health

The Interplay Between Millennium Development Goals, Sustainable Development Goals, and Communicable DiseasesThe transition from the Millennium Development Goals (MDGs) to the Sustainable Development Goals (SDGs) marked a significant evolution in the global framework for addressing pressing social, economic, and environmental challenges. Both sets of goals are interrelated and pertinent to the discussion of communicable diseases (Fehling et al., 2013). The prevention, management, and eventual eradication of communicable diseases pivot significantly around these goals. For that reason, this paper discusses the MDGs and SDGs of global health within the context of their interconnectedness.Goals 1 & 2: Eradicating Extreme Hunger and Poverty and Achieving Universal Primary EducationEradicating extreme poverty and hunger is not merely a goal in itself, but it\\\'s also a stepping stone towards broader health outcomes. Extreme poverty often means inadequate access to clean water, sanitation, and healthcare facilities, all of which are crucial in preventing and managing communicable diseases.….

ReferencesFehling, M., Nelson, B. D., & Venkatapuram, S. (2013). Limitations of the Millennium Development Goals: a literature review. Global Public Health, 8(10), 1109-1122.Fukuda-Parr, S., Yamin, A. E., & Greenstein, J. (2014). The power of numbers: A critical review of millennium development goal targets for human development and human rights. Journal of Human Development and Capabilities, 15(2-3), 105-117.Hunt, P. (2016). Interpreting the international right to health in a human rights-based approach to health. Health and Human Rights, 18(2), 109-130.Poku, N. K., & Whiteside, A. (2017). The political economy of AIDS in Africa. Routledge.Sumner, A., & Tribe, M. (2019). International Development Studies: Theories and Methods in Research and Practice. SAGE Publications Limited.Waage, J., Yap, C., Bell, S., Levy, C., Mace, G., Pegram, T., ... & Poole, N. (2015). Governing the UN sustainable development goals: interactions, infrastructures, and institutions. The Lancet Global Health, 3(5), e251-e252.

I need some suggestions for science essay topics. Can you offer any?

Certainly! Here are some science essay topic suggestions: 1. The impact of climate change on the environment. 2. The role of renewable energy sources in reducing carbon emissions. 3. Exploring the potential health benefits of genetic engineering. 4. The effects of plastic pollution on marine life and ecosystems. 5. The future of space exploration and its potential for human colonization. 6. The ethical considerations of using animal testing in medical research. 7. The development and implications of artificial intelligence in various fields. 8. The challenges and benefits of using nanotechnology in medicine. 9. Exploring the effects of deforestation on biodiversity and climate change. 10. The impact of technology on human....

I\'m searching for essay topics on obama. Do you have any recommendations?

Certainly! Here are some essay topic ideas related to Barack Obama: 1. Analyzing the major accomplishments and legacy of Barack Obama as President of the United States. 2. Exploring the challenges and obstacles faced by Obama during his presidency and evaluating his responses. 3. Investigating the impact of Obama's healthcare reform, the Affordable Care Act (ACA), on the American healthcare system. 4. Discussing Obama's approach to foreign policy, focusing on significant events such as the Iran nuclear deal or the Paris Climate Agreement. 5. Examining the Obama administration's efforts to address climate change and promote clean energy. 6. Assessing the economic policies and strategies implemented by....

Could you assist me in finding essay topics pertaining to AIDS Ethics?

AIDS Ethics: Navigating Moral Dilemmas in the Time of a Pandemic Introduction The advent of AIDS in the 1980s not only unleashed a devastating pandemic but also ignited a storm of ethical quandaries. The disease, marked by its insidious nature and social stigma, laid bare the inadequacies of existing healthcare systems and highlighted the urgent need for ethical frameworks to guide decision-making. This essay delves into the intricate web of AIDS ethics, exploring various topics that have challenged our moral sensibilities and continue to shape our response to the pandemic. 1. The Right to Privacy vs. the Duty to Disclose One of the most....

I need a spark of inspiration! Can you share some captivating essay topics related to corona?

Captivating Essay Topics Related to Corona Introspective Explorations The Psychological Impact of Prolonged Isolation: Exploring the Mental, Emotional, and Behavioral Consequences of COVID-19 Lockdowns Re-evaluating Priorities in the Face of Adversity: How the Pandemic Has Reshaped Values and Life Goals The Power of Connection in a Time of Physical Distancing: Examining the Impact of Virtual and Alternative Social Interactions Societal Implications The Digital Divide and Social Inequality: How the Pandemic Has Exacerbated Pre-existing Social Stratifications Rethinking Healthcare Systems in the Wake of COVID-19: Examining the Challenges and Opportunities for Reform The Role of Media in Shaping Public Perception: Analyzing the Influence of....

Global Health / Nursing Trends Wealthy Nations In the era following World War II, industrialized nations, which were the most affluent nations in the world, invested more money into healthcare…

The analysis of the veterinary services will be carried out under the patronage of the OIE in cooperation with FAO and the concerned benefactors. The H5N1 virus could alter or…

Research Paper

Global Health The world is an increasingly shrinking place. Globalization has interconnected countries through trade and technology (De Cock, Simone, Davison, Slutsker, 2010). Today's economic turmoil is a great example…

Global Health Vast differences exist between developed and developing countries with regard to mortality, chronic diseases, and communicable diseases. Lack of adequate healthcare, poorer living conditions, and lack of health-related…

improvements in health since 1960, there are still a quantity of challenges, which should have been easy to resolve. As a person, all through my career, I have…

Health Care Reform Reflection The 21st century has seen a great deal of effort and debate regarding the future of American health care as healthcare reform has been one of…

She must be careful that her counseling does not fall in the line of coercion. Justice Fairness and equity in allocation of all healthcare services; social values are not part…

Community Health Aides Model Improving International Healthcare "International Health-care system...hat to do to improve the U.S.'s health system" Global health organizations have been studying ways to create efficacious care within and across…

Health - Public Health Issues

History of Global HealthThe concept of global health has its origins in public health, a discipline traditionally concerned with health matters within specific nations or communities (Dodgson et al.,…

Global HealthGlobal health refers to the study and practice of improving health and achieving equity in health for all people worldwide. It encompasses a broad range of issues that…

Blog: Place Within Populations Blog -- Place Within Populations How individual and community social behaviors and responses to the physical environment alter, disrupt, impair and/or damage the ability of human physiology…

Global Health: The Multiple Challenges Involved in Treating Childhood DisordersDiscuss the relationship between health, development, poverty and equity.There is an inextricable and intuitive relationship between health, development, poverty and…

Political Science

Policy, Politics, and Global Health The public policy issue selected is childhood obesity. I selected this issue because childhood obesity has a considerable longstanding impact on the health of the…

Admission Essay

I believe my background and extensive business acumen, make me an ideal candidate for admission into your PhD program. As an international student, I believe that I also possess…

The Interplay Between Millennium Development Goals, Sustainable Development Goals, and Communicable DiseasesThe transition from the Millennium Development Goals (MDGs) to the Sustainable Development Goals (SDGs) marked a significant evolution…

Write an essay of 200 - 250 words on the following topic. Some people think scientific research should focus on solving world health problems. Others think that there are more important issues. Discuss both views and give your opinion.

Unauthorized use and/or duplication of this material without express and written permission from this site’s author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Writing9 with appropriate and specific direction to the original content.

Fully explain your ideas

To get an excellent score in the IELTS Task 2 writing section, one of the easiest and most effective tips is structuring your writing in the most solid format. A great argument essay structure may be divided to four paragraphs, in which comprises of four sentences (excluding the conclusion paragraph, which comprises of three sentences).

For we to consider an essay structure a great one, it should be looking like this:

• Paragraph 1 - Introduction
• Sentence 1 - Background statement
• Sentence 2 - Detailed background statement
• Sentence 3 - Thesis
• Sentence 4 - Outline sentence
• Paragraph 2 - First supporting paragraph
• Sentence 1 - Topic sentence
• Sentence 2 - Example
• Sentence 3 - Discussion
• Sentence 4 - Conclusion
• Paragraph 3 - Second supporting paragraph
• Paragraph 4 - Conclusion
• Sentence 1 - Summary
• Sentence 2 - Restatement of thesis
• Sentence 3 - Prediction or recommendation

Our recommended essay structure above comprises of fifteen (15) sentences, which will make your essay approximately 250 to 275 words.

Discover more tips in The Ultimate Guide to Get a Target Band Score of 7+ » — a book that's free for 🚀 Premium users.

• Check your IELTS essay »
• Find essays with the same topic
• View collections of IELTS Writing Samples
• Show IELTS Writing Task 2 Topics

Some people claim that nor enough of the waste from homes is recycled. They say that the only way to increase reycling is for governments to make it a legal requirement. To what extent do you think laws are needed to make people recyle more of their waste.

Some people think that it is more beneficial to take part in sports which are played in teams, like football, while other people think that taking part in individual sports, like tennis or swimming, is better. discuss both views and give your own opinion., a person’s worth nowadays seems to be judged according to social status and material possessions. old-fashioned values, such as no longer seem important. to what extent do you agree or disagree with this opinion, it is observed that in many countries not enough students are choosing to study science subject. what are the causes and what will be the effects on society, some people think that the best way to reduce the time spent in travelling to work is to replace parks and gardens close to the city center with apartment buildings for commuters. to what extent do you agree or disagree with this statement.

• Ground Reports
• 50-Word Edit
• National Interest
• Campus Voice
• Security Code
• Off The Cuff
• Democracy Wall
• Around Town
• PastForward
• In Pictures
• Last Laughs
• ThePrint Essential

New Delhi, Jan 9 (PTI) Science and Technology minister Jitendra Singh on Monday said the theme for National Science Day 2023 will be ‘Global Science for Global Wellbeing’ which indicates India’s emerging global role and rising visibility in the international arena.

National Science Day is celebrated every year on February 28 to commemorate the discovery of the ‘Raman Effect’.

On this day, Indian physicist C V Raman announced the discovery of the ‘Raman Effect’ for which he won the Nobel Prize in 1930.

Theme-based science communication activities are carried out all over the country on this occasion.

Speaking at the launch of the theme, Singh said the theme is perfectly in sync with India assuming the presidency of G20, where it will become the voice of the Global South, comprising developing countries of Asia, Africa and South America.

“It heralds a new era to provide opportunities to people and scientific fraternity in the country and abroad to come together, work together and experience the joy of doing science for the wellbeing of mankind,” he said. PTI UZM NB

This report is auto-generated from PTI news service. ThePrint holds no responsibility for its content.

Subscribe to our channels on YouTube , Telegram & WhatsApp

Support Our Journalism

India needs fair, non-hyphenated and questioning journalism, packed with on-ground reporting. ThePrint – with exceptional reporters, columnists and editors – is doing just that.

Sustaining this needs support from wonderful readers like you.

Whether you live in India or overseas, you can take a paid subscription by clicking here .

LEAVE A REPLY Cancel

Save my name, email, and website in this browser for the next time I comment.

Most Popular

Pre-nomination spectacle — modi ignites campaign trail with grand roadshow in varanasi, bhindranwale aide, militants’ lawyer — who is rajdev singh khalsa, ex-mp helming amritpal’s campaign, fbi fallen agent is returning home. kamran faridi’s story shows how drug cartels have rotted pakistan.

Required fields are marked *

Copyright © 2024 Printline Media Pvt. Ltd. All rights reserved.

• Terms of Use
• Privacy Policy

• CBSE Class 10th
• CBSE Class 12th
• UP Board 10th
• UP Board 12th
• Bihar Board 10th
• Bihar Board 12th
• Top Schools in India
• Top Schools in Delhi
• Top Schools in Mumbai
• Top Schools in Chennai
• Top Schools in Hyderabad
• Top Schools in Kolkata
• Top Schools in Pune
• Top Schools in Bangalore

Products & Resources

• JEE Main Knockout April
• Free Sample Papers
• Free Ebooks
• NCERT Notes
• NCERT Syllabus
• NCERT Books
• RD Sharma Solutions
• Navodaya Vidyalaya Admission 2024-25
• NCERT Solutions
• NCERT Solutions for Class 12
• NCERT Solutions for Class 11
• NCERT solutions for Class 10
• NCERT solutions for Class 9
• NCERT solutions for Class 8
• NCERT Solutions for Class 7
• JEE Main 2024
• MHT CET 2024
• JEE Advanced 2024
• BITSAT 2024
• View All Engineering Exams
• Colleges Accepting B.Tech Applications
• Top Engineering Colleges in India
• Engineering Colleges in India
• Engineering Colleges in Tamil Nadu
• Engineering Colleges Accepting JEE Main
• Top IITs in India
• Top NITs in India
• Top IIITs in India
• JEE Main College Predictor
• JEE Main Rank Predictor
• MHT CET College Predictor
• AP EAMCET College Predictor
• GATE College Predictor
• KCET College Predictor
• JEE Advanced College Predictor
• View All College Predictors
• JEE Main Question Paper
• JEE Main Cutoff
• JEE Main Advanced Admit Card
• JEE Advanced Admit Card 2024
• Download E-Books and Sample Papers
• Compare Colleges
• B.Tech College Applications
• KCET Result
• MAH MBA CET Exam
• View All Management Exams

Colleges & Courses

• MBA College Admissions
• MBA Colleges in India
• Top IIMs Colleges in India
• Top Online MBA Colleges in India
• MBA Colleges Accepting XAT Score
• BBA Colleges in India
• XAT College Predictor 2024
• SNAP College Predictor
• NMAT College Predictor
• MAT College Predictor 2024
• CMAT College Predictor 2024
• CAT Percentile Predictor 2023
• CAT 2023 College Predictor
• CMAT 2024 Admit Card
• TS ICET 2024 Hall Ticket
• CMAT Result 2024
• MAH MBA CET Cutoff 2024
• Download Helpful Ebooks
• List of Popular Branches
• QnA - Get answers to your doubts
• IIM Fees Structure
• AIIMS Nursing
• Top Medical Colleges in India
• Top Medical Colleges in India accepting NEET Score
• Medical Colleges accepting NEET
• List of Medical Colleges in India
• List of AIIMS Colleges In India
• Medical Colleges in Maharashtra
• Medical Colleges in India Accepting NEET PG
• NEET College Predictor
• NEET PG College Predictor
• NEET MDS College Predictor
• NEET Rank Predictor
• DNB PDCET College Predictor
• NEET Admit Card 2024
• NEET PG Application Form 2024
• NEET Cut off
• NEET Online Preparation
• Download Helpful E-books
• Colleges Accepting Admissions
• Top Law Colleges in India
• Law College Accepting CLAT Score
• List of Law Colleges in India
• Top Law Colleges in Delhi
• Top NLUs Colleges in India
• Top Law Colleges in Chandigarh
• Top Law Collages in Lucknow

Predictors & E-Books

• CLAT College Predictor
• MHCET Law ( 5 Year L.L.B) College Predictor
• AILET College Predictor
• Sample Papers
• Compare Law Collages
• Careers360 Youtube Channel
• CLAT Syllabus 2025
• CLAT Previous Year Question Paper
• NID DAT Exam
• Pearl Academy Exam

Predictors & Articles

• NIFT College Predictor
• UCEED College Predictor
• NID DAT College Predictor
• NID DAT Syllabus 2025
• NID DAT 2025
• Design Colleges in India
• Top NIFT Colleges in India
• Fashion Design Colleges in India
• Top Interior Design Colleges in India
• Top Graphic Designing Colleges in India
• Fashion Design Colleges in Delhi
• Fashion Design Colleges in Mumbai
• Top Interior Design Colleges in Bangalore
• NIFT Result 2024
• NIFT Fees Structure
• NIFT Syllabus 2025
• Free Design E-books
• List of Branches
• Careers360 Youtube channel
• IPU CET BJMC
• JMI Mass Communication Entrance Exam
• IIMC Entrance Exam
• Media & Journalism colleges in Delhi
• Media & Journalism colleges in Bangalore
• Media & Journalism colleges in Mumbai
• List of Media & Journalism Colleges in India
• CA Intermediate
• CA Foundation
• CS Executive
• CS Professional
• Difference between CA and CS
• Difference between CA and CMA
• CA Full form
• CMA Full form
• CS Full form
• CA Salary In India

Top Courses & Careers

• Bachelor of Commerce (B.Com)
• Master of Commerce (M.Com)
• Company Secretary
• Cost Accountant
• Charted Accountant
• Credit Manager
• Financial Advisor
• Top Commerce Colleges in India
• Top Government Commerce Colleges in India
• Top Private Commerce Colleges in India
• Top M.Com Colleges in Mumbai
• Top B.Com Colleges in India
• IT Colleges in Tamil Nadu
• IT Colleges in Uttar Pradesh
• MCA Colleges in India
• BCA Colleges in India

Quick Links

• Information Technology Courses
• Programming Courses
• Web Development Courses
• Data Analytics Courses
• Big Data Analytics Courses
• RUHS Pharmacy Admission Test
• Top Pharmacy Colleges in India
• Pharmacy Colleges in Pune
• Pharmacy Colleges in Mumbai
• Colleges Accepting GPAT Score
• Pharmacy Colleges in Lucknow
• List of Pharmacy Colleges in Nagpur
• GPAT Result
• GPAT 2024 Admit Card
• GPAT Question Papers
• NCHMCT JEE 2024
• Mah BHMCT CET
• Top Hotel Management Colleges in Delhi
• Top Hotel Management Colleges in Hyderabad
• Top Hotel Management Colleges in Mumbai
• Top Hotel Management Colleges in Tamil Nadu
• Top Hotel Management Colleges in Maharashtra
• B.Sc Hotel Management
• Hotel Management
• Diploma in Hotel Management and Catering Technology

Diploma Colleges

• Top Diploma Colleges in Maharashtra
• UPSC IAS 2024
• SSC CGL 2024
• IBPS RRB 2024
• Previous Year Sample Papers
• Free Competition E-books
• Sarkari Result
• QnA- Get your doubts answered
• UPSC Previous Year Sample Papers
• CTET Previous Year Sample Papers
• SBI Clerk Previous Year Sample Papers
• NDA Previous Year Sample Papers

Upcoming Events

• NDA Application Form 2024
• UPSC IAS Application Form 2024
• CDS Application Form 2024
• CTET Admit card 2024
• HP TET Result 2023
• SSC GD Constable Admit Card 2024
• UPTET Notification 2024
• SBI Clerk Result 2024

Other Exams

• SSC CHSL 2024
• UP PCS 2024
• UGC NET 2024
• RRB NTPC 2024
• IBPS PO 2024
• IBPS Clerk 2024
• IBPS SO 2024
• Top University in USA
• Top University in Canada
• Top University in Ireland
• Top Universities in UK
• Top Universities in Australia
• Best MBA Colleges in Abroad
• Business Management Studies Colleges

Top Countries

• Study in USA
• Study in UK
• Study in Canada
• Study in Australia
• Study in Ireland
• Study in Germany
• Study in China
• Study in Europe

Student Visas

• Student Visa Canada
• Student Visa UK
• Student Visa USA
• Student Visa Australia
• Student Visa Germany
• Student Visa New Zealand
• Student Visa Ireland
• CUET PG 2024
• IGNOU B.Ed Admission 2024
• DU Admission 2024
• UP B.Ed JEE 2024
• LPU NEST 2024
• IIT JAM 2024
• IGNOU Online Admission 2024
• Universities in India
• Top Universities in India 2024
• Top Colleges in India
• Top Universities in Uttar Pradesh 2024
• Top Universities in Bihar
• Top Universities in Madhya Pradesh 2024
• Top Universities in Tamil Nadu 2024
• Central Universities in India
• CUET Exam City Intimation Slip 2024
• IGNOU Date Sheet
• CUET Mock Test 2024
• CUET Admit card 2024
• CUET PG Syllabus 2024
• CUET Participating Universities 2024
• CUET Previous Year Question Paper
• CUET Syllabus 2024 for Science Students
• E-Books and Sample Papers
• CUET Exam Pattern 2024
• CUET Exam Date 2024
• CUET Cut Off 2024
• CUET Exam Analysis 2024
• IGNOU Exam Form 2024
• CUET 2024 Exam Live
• CUET Answer Key 2024

Engineering Preparation

• Knockout JEE Main 2024
• Test Series JEE Main 2024
• JEE Main 2024 Rank Booster

Medical Preparation

• Knockout NEET 2024
• Test Series NEET 2024
• Rank Booster NEET 2024

Online Courses

• JEE Main One Month Course
• NEET One Month Course
• IBSAT Free Mock Tests
• IIT JEE Foundation Course
• Knockout BITSAT 2024
• Career Guidance Tool

Top Streams

• IT & Software Certification Courses
• Engineering and Architecture Certification Courses
• Programming And Development Certification Courses
• Business and Management Certification Courses
• Marketing Certification Courses
• Health and Fitness Certification Courses
• Design Certification Courses

Specializations

• Digital Marketing Certification Courses
• Cyber Security Certification Courses
• Artificial Intelligence Certification Courses
• Business Analytics Certification Courses
• Data Science Certification Courses
• Cloud Computing Certification Courses
• Machine Learning Certification Courses
• View All Certification Courses
• UG Degree Courses
• PG Degree Courses
• Short Term Courses
• Free Courses
• Online Degrees and Diplomas
• Compare Courses

Top Providers

• Coursera Courses
• Udemy Courses
• Edx Courses
• Swayam Courses
• upGrad Courses
• Simplilearn Courses
• Great Learning Courses

Global Warming Essay in English (Causes and Solutions) - 100, 200, 500 Words

• Essay on Global Warming

The planet is now undergoing changes and modernization is happening at a rapid rate. We desire development in all areas of life. In the name of expansion, an increasing number of industries are being founded. But as humanity has grown, the state of the planet's ecology has substantially deteriorated. When discussing significant environmental dangers, the phrase "Global Warming" is frequently used. The causes and consequences of global warming are still largely unknown to many people. Here are a few sample essays on global warming:

100 Words Essay on Global Warming

200 words essay on global warming, 500 words essay on global warming.

An increase in the Earth's average global temperature is known as global warming. Global warming is mostly caused by burning more fossil fuels and the emission of hazardous pollutants into the atmosphere. Living things can suffer greatly as a result of global warming. The temperature suddenly rises in some places, while in others, it suddenly drops. The use of fossil fuels for energy is the main cause of global warming. It has been noticed that over the last ten years, the Earth's average temperature has risen by 1.5 degrees Celsius. This is cause for concern because it can harm ecosystems and lead to environmental disturbance. If we take decisive action to replace the destroyed vegetation in our forests, we can stop global warming. To slow the rate of global warming, we can also use sustainable energy sources like sun, wind, and tidal energy.

Over time, the cumulative increase in Earth's average global temperatures is referred to as global warming. It has been said that large-scale deforestation by humans for various reasons is to blame. Every year, we use a lot of fuel. It is becoming impossible to meet people's fuel needs as the human population has increased. Natural resources must be used carefully as they are limited. The ecosystem will become unbalanced if humans overuse mineral wealth like forests and waterways. Temperature increases alone are not the only sign of global warming. It also has other consequences.

Natural disasters, including storms, floods, and avalanches , are happening all over the planet. These all have a direct connection to global warming. To protect our environment we must rebuild our ecology to defend it against the negative effects of global warming. To make this globe a nicer place for the generations to come, who also appreciate this Earth in the same way we do, we must all work together. Planting trees is the fundamental action we can do to improve the condition of our world as a whole. Our main objective should be reforestation. If we commit to growing as many plants as we can during our lifetimes, the Earth will become a better place.

The gradual increase in surface climate caused by various factors is known as global warming. It poses serious risks to both the environment and humanity. Climate change effects include global warming . The main contributor to global warming is the unavoidable release of greenhouse gases. Methane and carbon dioxide are two of the main greenhouse gases. There are numerous other causes and ramifications of this warming, which endangers Earth's life.

Reasons Responsible For Global Warming

The causes of global warming are several. These problems are caused by both nature and humanity. Because of the presence of carbon dioxide in the atmosphere , the heat rays that the Earth's surface reflects become trapped there. The "greenhouse effect" is what results from this phenomenon. It is necessary to keep our world from turning into a frozen ball. Global warming results from too much carbon dioxide trapping all the heat from the Earth's surface. The primary gases that cause global warming are referred to as greenhouse gases.

The main greenhouse gases are methane, nitrous oxide, ozone, and carbon dioxide . These gases cause global warming when their concentrations are out of balance. Volcanic eruptions, solar radiation, and other natural occurrences are a few examples that contribute to global warming. People's excessive use of cars and fossil fuels also raises carbon dioxide levels. Among the most prevalent and quickly spreading issues causing global warming is deforestation. The level of carbon dioxide in the air is rising because trees are being cut down. Additional reasons contributing to global warming include the expanding population, industrialisation, pollution, etc.

How Climate Change Impacts Us

Numerous variations in the weather are brought on by global warming, including lengthier summers and fewer winters, greater temperatures, modifications to the trade winds, rain that falls throughout the year, melting polar ice caps, a weaker ozone barrier, etc. Additionally, it may result in a rise in natural disasters, including severe storms, cyclones, floods, and many others. Plants, animals, and other environmental elements are directly impacted by the harm produced by global warming. The rising sea level, swift glacier melting, and other effects of global warming are significant. As global warming worsens, marine life is negatively impacted, significantly destroying marine life and causing additional issues.

Preventing Global Warming

Finding the proper solution is crucial now more than ever since global warming has become a serious issue and is being discussed globally at international forums and conferences. It is time that the age of industrialization to be controlled and continued in a sustainable manner. Everybody, from communities to governments, needs to work together to solve the issue of global warming. Controlling pollution, population growth, and the limiting exploitation of natural resources are a few factors to consider. Using public transportation or carpooling with others will be very helpful. Therefore, recycling should also be promoted to individuals.

There are clear signs that the increase in global warming will wipe out all life on the surface of the world. Global warming is the greatest threat to humanity and cannot be disregarded. Additionally, it is difficult to manage. By participating and responding, we can help lessen its effects.

Also Read: Essay on Diwali in English for Children and Students

Applications for Admissions are open.

Aakash iACST Scholarship Test 2024

Get up to 90% scholarship on NEET, JEE & Foundation courses

ALLEN Digital Scholarship Admission Test (ADSAT)

Register FREE for ALLEN Digital Scholarship Admission Test (ADSAT)

JEE Main Important Physics formulas

As per latest 2024 syllabus. Physics formulas, equations, & laws of class 11 & 12th chapters

PW JEE Coaching

Enrol in PW Vidyapeeth center for JEE coaching

PW NEET Coaching

Enrol in PW Vidyapeeth center for NEET coaching

JEE Main Important Chemistry formulas

As per latest 2024 syllabus. Chemistry formulas, equations, & laws of class 11 & 12th chapters

Download Careers360 App's

Regular exam updates, QnA, Predictors, College Applications & E-books now on your Mobile

Certifications

We Appeared in