If money doesn’t make us happy, why do we act as if it does?

Research on income and subjective well-being shows that among the non-poor, increased income has little or no lasting impact on happiness. Yet the desire for more income remains a powerful motive among many people at all income levels. Is this simply because many people are misinformed and believe that higher incomes will make them happier, or are they motivated by something other than the pursuit of happiness? This paper argues for the latter. The paper begins by exploring this question, reviewing the literature on income and subjective well-being, and discussing of the role of utility in decision making. This paper then argues that three main factors lead us to value increased income even if it does not make us happier. First, happiness is just one value among many, and not the only conscious goal people set for themselves. Second, even when people are striving to maximize happiness, our tendency to overweight short-term payoffs leads us to overvalue the short-term rewards that income provides. Finally, I argue that our values-based decision making competes with other motivational systems and evolutionary drives. Three evolutionary desires are discussed: (1) to store resources, (2) to be sexually attractive, and (3) to manage our social relationships and our personal identity within those relationships. While all three motivations play a role in our desire for increased income, this paper argues that it is the third – the use of money and consumption as a social tool – that has the most important overall influence on our desire for increased income past the point where it ceases to increase personal happiness.     

“Who else is gonna do it if we don't?” Gender,education, and the crisis of care in the 2018 West Virginia teachers' strike

In 2018, a sequence of powerful education strikes and work stoppages across the United States sent shock waves through the country's public education system. This eruption of collective workers' organization was strongly led by women teachers responding to the current crisis of care, demanding resources, dignity, and justice for themselves, the children they teach, and their communities. While mainstream reports often represent these actions as traditional labor and/or feminist struggles, our research demonstrates that they were sites of more nuanced response to “care extraction” in education, and for understanding how constructions of gender and gender injustice both gave rise to the strikes and shaped their unfolding. Drawing on in-depth interviews with 10 teacher-activists who participated in the West Virginia strikes, we examine how teachers' labor is being transformed in a context of postindustrial austerity, illustrate the complex political identity of the strike actions, and explore the relationship between specific constructions of gendered labor and collective organizing in US public education today.     

‘The times,are they a‐changing?’ As the world enters a new millennium are we as paediatricians keeping up with the changing needs of children?

This paper describes changes that are occurring in paediatric practice in a variety of settings. The ‘new morbidity’ demands focused training of paediatricians of the twenty‐first century. Areas that include advocacy, public health, adolescence, chronic illness, health promotion, behavioural issues, parenting and family dynamics, social influences, health and social inequalities, managerial decision making and technological advances should be a part of paediatric training. These factors assume different importance in developing nations where priorities may be more focused on public health, nutrition and health promotion. Partnership with others who have children's interests at heart, for example mental health services, public health, social sciences, education and social services is imperative in planning service development informed by good information systems incorporating measures of mortality and morbidity. Copyright © 2000 John Wiley & Sons, Ltd.