A New York Times Bestseller What makes for a happy life, a fulfilling life? A good life? In their "captivating" (The Wall Street Journal) book, the directors of the Harvard Study of Adult Development, the longest scientific study of happiness ever conducted, show that the answer to these questions may be closer than you realize. What makes a life fulfilling and meaningful? The simple but surprising answer is: relationships. The stronger our relationships, the more likely we are to live happy, satisfying, and healthier lives. In fact, the Harvard Study of Adult Development reveals that the strength of our connections with others can predict the health of both our bodies and our brains as we go through life. The invaluable insights in this book emerge from the revealing personal stories of hundreds of participants in the Harvard Study as they were followed year after year for their entire adult lives, and this wisdom was bolstered by research findings from many other studies. Relationships in all their forms--friendships, romantic partnerships, families, coworkers, tennis partners, book club members, Bible study groups--all contribute to a happier, healthier life. And as The Good Life shows us, it's never too late to strengthen the relationships you already have, and never too late to build new ones. The Good Life provides examples of how to do this. Dr. Waldinger's TED Talk about the Harvard Study, "What Makes a Good Life," has been viewed more than 42 million times and is one of the ten most-watched TED talks ever. The Good Life has been praised by bestselling authors Jay Shetty "an empowering quest towards our greatest need: meaningful human connection"), Angela Duckworth ("In a crowded field of life advice...Schulz and Waldinger stand apart"), and happiness expert Laurie Santos ("Waldinger and Schulz are world experts on the counterintuitive things that make life meaningful"). With "insightful [and] interesting" (Daniel Gilbert, New York Times bestselling author of Stumbling on Happiness) life stories, The Good Life shows us how we can make our lives happier and more meaningful through our connections to others.

This book draws on the perspectives of leading German scholars to provide a systematic overview of early childhood education and care (ECEC) in Germany, furthering international understanding of the complexities involved in ECEC topics in Germany. The book provides a unique insight into parts of German ECEC rarely seen outside of the country. Offering in-depth insights into historical developments, theoretical approaches and empirical research, the volume discusses Germany's long tradition in ECEC against the backdrop of Froebel and other pedagogues and traditions. Chapters consider ECEC in Germany from the perspectives of theory, institutions and professionalization. The book draws on international literature and current debates to highlight the features and peculiarities of ECEC in Germany, contributing to dialogue on research into early childhood education and care. Providing a much-needed, internationally relevant insight into ECEC in Germany, this text will be essential reading for academics, researchers and post-graduate students involved in the field of early childhood education, international education, educational theory, and those researching educational policy and politics more widely.

What is the key to a good life?

It is a question that preoccupies us all and one that the longest and most successful study of happiness ever conducted strives to answer. In this groundbreaking book, directors of the Harvard Study of Adult Development, Robert Waldinger and Marc Schulz, bring together over 80 years of research to reveal the true components of a happy, fulfilled life. The Good Life makes clear that what truly makes a rich and happy life is not synonymous with financial success and achievement, but is rather the result of our relationships.

This remarkable work brings together scientific precision, traditional wisdom, incredible real-life stories and actionable insights to prove once and for all that our own wellbeing and ability to flourish is absolutely within our control.

‘In a crowded field of life advice and even life advice based on scientific research, Schulz and Waldinger stand apart’ Angela Duckworth, author of Grit What is the key to a good life? It is a question that preoccupies us all and one that the longest and most successful study of happiness ever conducted strives to answer. In this groundbreaking book, directors of the Harvard Study of Adult Development, Robert Waldinger and Marc Schulz, bring together over 80 years of research to reveal the true components of a happy, fulfilled life. The Good Life makes clear that what truly makes a rich and happy life is not synonymous with financial success and achievement, but is rather the result of our relationships. This remarkable work brings together scientific precision, traditional wisdom, incredible real-life stories and actionable insights to prove once and for all that our own wellbeing and ability to flourish is absolutely within our control. 'An outstanding book. It combines the longest and richest study of human lives anywhere with two remarkable authors of extraordinary breadth' Richard Layard, author of Can We Be Happier? ‘This captivating, powerful book shows us scientifically and practically how to define, create and most importantly live the good life’ Jay Shetty

Welche Bedeutung haben Performances in der Jugendarbeit? Welche Varianten von Auffuhrungspraktiken stellen neue Herausforderungen fur die Arbeit mit Jugendlichen dar? In dieser Studie wird Bildung als kontextuell asthetisierte und sozial situierte Auffuhrungspraxis rekonstruiert und somit eine sozialpadagogische mit einer performativen Perspektive verschrankt. Anhand von ethnografisch erhobenen Feldvignetten wird gezeigt, wie Jugendliche kontextuell ihre Bildungsvollzuge in Form von asthetischen Performances praktisch gestalten, die beilaufig im alltaglichen Geschehen der padagogischen Institution eingebettet sind. Zudem wird deutlich, wie jugendliche Tatigkeiten in ihrer asthetischen und sozialen Eigenlogik rekonstruiert werden konnen, ohne diese ausschliesslich als entsprechende Bildungseffekte padagogisch zu vereinnahmen