AMORIS LAETITIA and EDUCATION - it - en - fr - es

 In occasione dell’Anno Famiglia Amoris Laetitia, la Congregazione per l’Educazione Cattolica è lieta di trasmette alcune utili informazioni in merito alle attività proposte dal Dicastero per i Laici, la Famiglia e la Vita. 

Tali iniziative potranno essere utili per promuovere le relazioni con le famiglie nonché il coinvolgimento delle scuole e degli alunni - di ogni ordine e grado - in iniziative volte a valorizzare la bellezza di essere famiglia, tutelando il creato, proteggendo la vita umana e la dignità di ogni persona.

Al seguente link Wetransfer è possibile scaricare la brochure dell’Anno Famiglia Amoris Laetitia in diverse lingue:  https://we.tl/t-FeVN21GgX8

Si segnala, inoltre, il sito www.amorislaetitia.va dove si potranno trovare risorse, spiegazioni e strumenti pastorali sull’Anno Famiglia Amoris Laetitia. 

La Congregazione per l’Educazione Cattolica è vivamente grata se suddette informazioni venissero diffuse e trasmesse attraverso le Vostre reti internazionali. 

Ringraziando fin d’ora per la preziosa collaborazione, profittiamo volentieri della circostanza per confermarci con sensi di distinto ossequio,

Congregazione per l’Educazione Cattolica

On the occasion of the Family Year Amoris Laetitia, the Congregation for Catholic Education is pleased to pass on some useful information about the activities proposed by the Dicastery for the Laity, the Family and Life. 

These initiatives may be useful to promote relations with families as well as the involvement of schools and students - of all levels - in initiatives aimed at enhancing the beauty of being a family, protecting creation, protecting human life and the dignity of each person.

At the following Wetransfer link you can download the brochure of the Amoris Laetitia Family Year in different languages: https://we.tl/t-FeVN21GgX8

We also recommend the website www.amorislaetitia.va where you can find resources, explanations and pastoral tools on the Year of the Family Amoris Laetitia. 

The Congregation for Catholic Education would be very grateful if this information could be disseminated and transmitted through your international networks. 

Thanking you in advance for your precious collaboration, we gladly take advantage of this opportunity to confirm with a sense of distinguished respect,

Congregation for Catholic Education

A l'occasion de l'Année de la Famille Amoris Laetitia, la Congrégation pour l'Education Catholique a le plaisir de transmettre quelques informations utiles concernant les activités proposées par le Dicastère pour les Laïcs, la Famille et la Vie. 

Ces initiatives peuvent être utiles pour promouvoir les relations avec les familles ainsi que l'implication des écoles et des étudiants - de tous niveaux - dans des initiatives visant à valoriser la beauté d'être une famille, à protéger la création, à protéger la vie humaine et la dignité de chaque personne.

Sur le lien Wetransfer suivant, vous pouvez télécharger la brochure de l'Année de la famille Amoris Laetitia en plusieurs langues : https://we.tl/t-FeVN21GgX8.

Nous vous recommandons également le site www.amorislaetitia.va où vous pourrez trouver des ressources, des explications et des outils pastoraux sur l'Année de la famille Amoris Laetitia. 

La Congrégation pour l'éducation catholique serait très reconnaissante si cette information pouvait être diffusée et transmise par vos réseaux internationaux. 

En vous remerciant par avance de votre précieuse collaboration, nous profitons volontiers de cette occasion pour vous confirmer notre net respect,

Congrégation pour l'éducation catholique

Con motivo del Año de la Familia Amoris Laetitia, la Congregación para la Educación Católica se complace en transmitir algunas informaciones útiles sobre las actividades propuestas por el Dicasterio para los Laicos, la Familia y la Vida. 

Estas iniciativas pueden ser útiles para promover las relaciones con las familias, así como la implicación de las escuelas y los estudiantes -de todos los niveles- en iniciativas destinadas a realzar la belleza de ser una familia, proteger la creación, proteger la vida humana y la dignidad de cada persona.

En el siguiente enlace de Wetransfer puede descargar el folleto del Año de la Familia Amoris Laetitia en varios idiomas: https://we.tl/t-FeVN21GgX8

También recomendamos la página web www.amorislaetitia.va donde se pueden encontrar recursos, explicaciones y herramientas pastorales sobre el Año de la Familia Amoris Laetitia. 

La Congregación para la Educación Católica estaría muy agradecida si esta información pudiera ser difundida y transmitida a través de sus redes internacionales. 

Agradeciendo de antemano su valiosa colaboración, aprovechamos con gusto esta oportunidad para confirmar nuestro marcado respeto,

Congregación para la Educación Católica

RD CONGO -ADEPESIDI - FORMATION DES FEMMES

 

Dans le but de l'amélioration de l' economie et petits commerce, l' ONGD ADEPESIDI organise chaque fin du mois une réunion hebdomadaire avec les femmes dans le but d'améliorer la caisse epargne pour les avancé dans leurs petits commerce en même temps pour une mutuelle de la santé qui est prévu dans l' avenir.

L' ONGD ADEPESIDI tient à l'amélioration des conditions de vie de sa communauté tout en tenant compte de l' éducation, la santé, l' encadrement des enfants en rupture familiale, les enfants en difficulté, les jeunes filles mères et les femmes tout en apprenant les différents métiers.

EDGAR MORIN, PENSEUR DE LA COMPLEXITE. CENTIEME ANNIVERSAIRE

 Edgar Morin : Penseur de la complexité, 

humaniste au fil et au-delà d’une vie centenaire

Emmanuel Banywesize Mukambilwa* 

 En cette année 2021 qui marque le centième anniversaire d’Edgar Morin, il importe de revisiter son œuvre1 pour en indiquer l’actualité ainsi que la portée épistémologique et éthique. Il s’agit certes, et dans le cas d’espèce, de contribuer à la célébration mondiale d’un penseur majeur, d’un humaniste qui a traversé le XXe siècle et dont la pensée complexe se construit à partir des expériences vécues, des avancées et des crises des sciences, de la philosophie, des sociétés et de l’humanité. Mais le présent texte vise surtout à montrer que Morin, en son œuvre plurielle qui  J’ai rencontré, pour la première fois, son œuvre monumentale surtitrée La Méthode (à ce jour articulée en six tomes parus aux Éditions du Seuil) dans les années 1990, au cours de mes études de philosophie à l’Université de Lubumbashi, en République démocratique du Congo (ex-Zaïre). J’y ai consacré d’abord mon mémoire de Master, intitulé L’épistémologie systémique d’Edgar Morin. Une contribution critique à l’histoire des sciences (1997), ensuite, celui d’Études approfondies en philosophie, titré Critique de la science classique dans « La Méthode » d’Edgar Morin (2004) et, enfin, ma thèse de doctorat soutenue en régime de cotutelle Sociologie (Université Paris 5, René Descartes) et Philosophie (Université de Lubumbashi) : Le Complexe. Contribution à l’avènement de l’Organisaction chez Edgar Morin (2006). 

En somme, l’œuvre de Morin m’a inspiré des articles scientifiques publiés dans des livres collectifs et des revues à comité scientifique en des universités en Europe, en Amérique et en Afrique.influence et irrigue des recherches scientifiques et philosophiques dans le monde, promeut un universel de la rencontre dont l’horizon est l’humanisme unidiversal, c’est-à-dire un humanisme qui reconnaît et promeut l’humain en son unité et en sa diversité (pluralité). Car, pour paraphraser Edgar Morin, l’unité constitue le trésor de la diversité humaine, autant que la diversité est le trésor de l’unité humaine .

La matrice de cet universel est, à coup sûr, l’épistémologie de la complexité. C’est une épistémologie non-cartésienne. Le pari de cette épistémologie non-cartésienne consiste à relier les savoirs, relever la complexité de la connaissance et de la science et, au demeurant, complexifier la Raison longtemps enfermée dans les binarismes réducteurs et exclusifs institués par les principes épistémo-logiques et méthodologiques du paradigme de simplicité. On sait que chaque culture reproduit son paradigme dans ses activités cognitives et sociopolitiques. La modernité occidentale a favorisé le paradigme de simplicité qui, au fil du temps, a participé à installer et à légitimer des postures disjonctives et réductrices au cœur des pratiques épistémiques et du social. Ce paradigme a généré des connaissances parcellaires, réductrices, voire discriminatoires, dont les conséquences néfastes sont repérables dans le rapport de l’homme au monde et des humains entre eux. …..

Voir : EM_Banywesize_Pour_100_Edgar_Morin_Version_relue.pdf (edgarmorin.org)

*Emmanuel Banywesize Mukambilwa, Professeur ordinaire d’Épistémologie Faculté des Lettres et Sciences humaines Université de Lubumbashi (RD Congo)

 

UNESCO. THE FUTUR OF EDUCATION - L'AVENIR DE L'EDUCATION - EL FUTURO DE LA EDUCACION

UNESCO’s International Commission preparing a report on the Futures of Education has released a Progress Update that provides background information on the initiative and its ambitions, the provisional outline of the report, and an explanation of the main points and arguments envisioned. This is an interesting read about the Commission's thinking on some of the broad aims that education could help achieve and some of the challenges ahead. The document recognizes the potential role of non-public schools, but with some caveats. Comments are welcome by April 30, 2021 and may be submitted here (this is also the link where you can download the report).

Rapport sur le progrès de la commission de l'UNESCO sur l'avenir de l'éducation

La Commission internationale de l’UNESCO, qui prépare un rapport sur l’avenir de l’éducation, a publié un rapport sur ses progrès. Le rapport fournit des informations générales sur l’initiative et ses ambitions, les grandes lignes provisoires du rapport et une explication des principaux points et arguments envisagés. Il s'agit d'une lecture intéressante pour comprendre la réflexion de la Commission sur certains des grands objectifs que l'éducation pourrait contribuer à atteindre et certains des défis à venir. Le document reconnaît le rôle potentiel des écoles non publiques, mais avec quelques réserves. Les commentaires sont les bienvenus avant le 30 avril 2021 et peuvent être soumis ici (c'est aussi le lien sur lequel vous pouvez télécharger le rapport).

Informe de situación de la Comisión de la UNESCO sobre el futuro de la educación

La Comisión Internacional de la UNESCO que prepara un informe sobre el futuro de la educación ha publicado una situación sobre su progreso. El informe proporciona información de antecedentes sobre la iniciativa y sus ambiciones, el esquema provisional del informe y una explicación de los principales puntos y argumentos previstos. Esta es una lectura interesante sobre el pensamiento de la Comisión sobre algunos de los objetivos generales que la educación podría ayudar a lograr y algunos de los desafíos futuros. El documento reconoce el papel potencial de las escuelas no públicas, pero con algunas salvedades. Los comentarios son bienvenidos antes del 30 de abril de 2021 y pueden enviarse aquí (también es donde puede descargar el informe).

UNESCO - EDUCATION THIS WEEK

 

EDUCATION THIS WEEK (26 – 30 April 2021)

GLOBAL ACTION WEEK FOR EDUCATION 2021

The Global Action Week for Education (GAWE) has started! This year activities focus on securing an increase in public financing of education to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Regional policy dialogues are led by members of the UNESCO’s Collective Consultation of NGO’s on Education and culminates with a global event on Friday: 26 April – Asia Pacific dialogue led by the Asia South Pacific Association for Basic and Adult Education (ASPBAE). “Protect Education Budgets: reach the most marginalised”. Watch 27 April – Arab region broadcast focused on debt and education financing hosted by the Arab Campaign for Education for All (ACEA): “National Open Wave for Financing Education” Facebook Live Stream 28 April – Latin America Regional Policy Dialogue focused on privatisation led by Campaña Latinoamericana por el Derecho a la Educación (CLADE). 29 April – Africa Regional Policy Dialogue focused on inclusion hosted by the African Campaign Network for Education for All (ANCEFA). Followed by the launch of a new report: “One Billion Voices: How Africa can lead in education in a post-COVID world”. 30 April – A high-level global policy dialogue on mobilizing education financing, in partnership with the Global Partnership for Education, and featuring a video message by UNESCO’s head of Education.   UNESCO resources in connection to the financing education theme: How Committed? Unlocking financing for equity in education   COVID-19 is a serious threat to aid to education recovery  Act now: reduce the impact of COVID-19 on the cost of achieving SDG 4  Global Education Meeting 2020 Declaration  The endorsed Declaration defines priority actions that are essential for educational recovery in 2021. These priority actions requiring that education budgets be at least protected, if not increased. In the Declaration, governments and partners stated their commitment to: Maintain or increase the share of public spending on education to at least 4-6% of GDP and/or 15-20% of public expenditure; Ensure that stimulus packages support measures that will mitigate learning losses and get the most vulnerable back to school; Increase the volume, predictability and effectiveness of international aid, and target aid to countries and populations most in need including those who are not reached by government programmes.  #Education2030NGOs #OneBillionVoicesForEducation

GIRLS IN MATHS AND SCIENCE

On 22 April, on International Girls in ICT Day, the importance of engaging girls and young women all around the world to pursue careers in science, technology, engineering and mathematics (STEM) is highlighted. On this occasion, UNESCO and the International Association of the Evaluation of Educational Achievement (IEA) investigated how teacher self-efficacy and gender are related in mathematics and science teaching in a special issue of the IEA Compass: Briefs in Education Series. Using data from IEA’s Trends in International Mathematics and Science Study (TIMSS) 2015, the brief explores the relationship between teachers’ gender and learners’ mathematics and science achievement and how female teachers’ self-efficacy relates to job satisfaction. The brief also discusses implications for teaching, and suggests actions to address gender gaps. You can access the brief here. We hope that it will be an interesting read. More information here

PRIZE FOR GIRLS’ AND WOMEN’S EDUCATION: DEADLINE 26 MAY

Just one month is left before the deadline (26 May) for nominations for the 2021 UNESCO Prize for Girls’ and Women’s Education. The Prize honours outstanding and innovative practices advancing girls’ and women’s education and consists of two monetary awards of USD 50,000 to help further the work of laureates in this field. As COVID-19 related school closures widen existing inequalities, organizations championing girls’ and women’s education need our support more than ever. You can spread the word about this Prize by sharing the social media package or watch the video of the 2020 laureates.

EDUCATION EVENTS THIS WEEK

Here are the main events coming up this week. For more information regarding these events and others, please visit the event’s page. 14 April – 10 May MGIEP education series: Education and the environment 25 April – 2 May GEM Report at 2021 Comparative and International Education Society Conference 26 April Addressing antisemitism through education - Sub-regional conference for policymakers, teacher trainers and educators in southeast Europe 27 April Online Conference on Bridging Asia-Pacific and Europe: New qualifications and competencies in TVET Launch in Brazil of the 2020 GEM Report, Latin America and the Caribbean - Inclusion and Education: All means All 28 April Caribbean Sub-Regional Consultation for CONFINTEA VII 2022 Addressing antisemitism through education - Online workshop for policymakers, teacher trainers and educators from North Macedonia 30 April Addressing and countering hate speech through education - Preparatory meeting for the Global Education Ministers Conference

(RE)WATCH ECOSOC YOUTH FORUM

This month, on the margins of the ECOSOC Youth Forum 2021, UNESCO, OHCHR and OSGEY (Office of the Secretary General’s Envoy on Youth), convened a kick-off event entitled “Youth leading human rights change through education: empowered and equal”. The aim was to highlight the importance of human rights education for youth and to encourage youth engagement in this area. Click here to watch the recording

CALL FOR PROPOSALS : GEM REPORT SPOTLIGHT SERIES ON AFRICA

A new annual GEM Report Africa Spotlight Report Series on universal basic education completion and achievement of foundational learning skills is being developed to launch in 2022. Each report will cover 12 countries in the region, of which 4 will be covered in depth. The team have put out a request for proposals for country-based researchers in the following four countries (deadline 14 May). Please share these with your relevant networks. Democratic Republic of the Congo Mozambique Rwanda Senegal

LATEST NEWS

How a UNESCO laureate is helping girls go back to school in Kenya Q&A: UNESCO and the Office for Climate Education - boosting climate action through learning Female science and mathematics teachers: Better than they think? Mobilizing young changemakers from across the globe: “The power of YOUth will drive the future of education” Release of Progress Update from the International Commission Now this: vaccine requirements to go to university Why the drive to inclusion depends on improving our understanding of the lives and work of teaching assistants

JUST PUBLISHED

One year into COVID: prioritizing education recovery to avoid a generational catastrophe Respuestas de política pública y desafíos para garantizar el bien-estar de la primera infancia en tiempos de COVID-19: un análisis comparado para América Latina Lo no formal en la atención y educación de la primera infancia Fostering multilingualism for inclusion in education and society: webinar report on the occasion of the 2021 International Mother Language Day’s celebration Digital citizenship as a public policy in education in Latin America     Female science and mathematics teachers: better than they think?           Educación en contexto de encierro punitivo: los casos de El Salvador, Honduras y México: primeros apuntes para un análisis comparado

CONTACT

This weekly update is published by UNESCO Education. Please share your ideas for articles and tell us about your main events/projects supporting the implementation of SDG4 by: Joining the discussion on the Microsoft Teams workspace SDG-Education 2030-NGOs Following twitter accounts @UNESCO and @Education2030UN hashtag #ActingTogether4education #PowerEducation Reading the latest updates on UNESCO’s Education Transforms Lives and SDG4education2030.org websites. If you do not wish to receive this update please email ccngo-ED2030@unesco.org with the exact email address you wish removed from the list in the text of your email with the subject line: Remove from mailing list of CCNGO on Education 2030. Thank you.

 

 

PANDEMIC LANGUISHING

There’s a Name for the Blah You’re Feeling: It’s Called Languishing

The neglected middle child of mental health can dull your motivation and focus — and it may be the dominant emotion of 2021.

 At first, I didn’t recognize the symptoms that we all had in common. Friends mentioned that they were having trouble concentrating. Colleagues reported that even with vaccines on the horizon, they weren’t excited about 2021. A family member was staying up late to watch “National Treasure” again even though she knows the movie by heart. And instead of bouncing out of bed at 6 a.m., I was lying there until 7, playing Words with Friends.

It wasn’t burnout — we still had energy. It wasn’t depression — we didn’t feel hopeless. We just felt somewhat joyless and aimless. It turns out there’s a name for that: languishing.

Languishing is a sense of stagnation and emptiness. It feels as if you’re muddling through your days, looking at your life through a foggy windshield. And it might be the dominant emotion of 2021.

As scientists and physicians work to treat and cure the physical symptoms of long-haul Covid, many people are struggling with the emotional long-haul of the pandemic. It hit some of us unprepared as the intense fear and grief of last year faded.

In the early, uncertain days of the pandemic, it’s likely that your brain’s threat detection system — called the amygdala — was on high alert for fight-or-flight. As you learned that masks helped protect us — but package-scrubbing didn’t — you probably developed routines that eased your sense of dread. But the pandemic has dragged on, and the acute state of anguish has given way to a chronic condition of languish.

In psychology, we think about mental health on a spectrum from depression to flourishing. Flourishing is the peak of well-being: You have a strong sense of meaning, mastery and mattering to others. Depression is the valley of ill-being: You feel despondent, drained and worthless.

Languishing is the neglected middle child of mental health. It’s the void between depression and flourishing — the absence of well-being. You don’t have symptoms of mental illness, but you’re not the picture of mental health either. You’re not functioning at full capacity. Languishing dulls your motivation, disrupts your ability to focus, and triples the odds that you’ll cut back on work. It appears to be more common than major depression — and in some ways it may be a bigger risk factor for mental illness.

The term was coined by a sociologist named Corey Keyes, who was struck that many people who weren’t depressed also weren’t thriving. His research suggests that the people most likely to experience major depression and anxiety disorders in the next decade aren’t the ones with those symptoms today. They’re the people who are languishing right now. And new evidence from pandemic health care workers in Italy shows that those who were languishing in the spring of 2020 were three times more likely than their peers to be diagnosed with post-traumatic stress disorder.

Part of the danger is that when you’re languishing, you might not notice the dulling of delight or the dwindling of drive. You don’t catch yourself slipping slowly into solitude; you’re indifferent to your indifference. When you can’t see your own suffering, you don’t seek help or even do much to help yourself.

Even if you’re not languishing, you probably know people who are. Understanding it better can help you help them.

A name for what you’re feeling

Psychologists find that one of the best strategies for managing emotions is to name them. Last spring, during the acute anguish of the pandemic, the most viral post in the history of Harvard Business Review was an article describing our collective discomfort as grief. Along with the loss of loved ones, we were mourning the loss of normalcy. “Grief.” It gave us a familiar vocabulary to understand what had felt like an unfamiliar experience. Although we hadn’t faced a pandemic before, most of us had faced loss. It helped us crystallize lessons from our own past resilience — and gain confidence in our ability to face present adversity.

We still have a lot to learn about what causes languishing and how to cure it, but naming it might be a first step. It could help to defog our vision, giving us a clearer window into what had been a blurry experience. It could remind us that we aren’t alone: languishing is common and shared.

And it could give us a socially acceptable response to “How are you?”

Instead of saying “Great!” or “Fine,” imagine if we answered, “Honestly, I’m languishing.” It would be a refreshing foil for toxic positivity — that quintessentially American pressure to be upbeat at all times.

When you add languishing to your lexicon, you start to notice it all around you. It shows up when you feel let down by your short afternoon walk. It’s in your kids’ voices when you ask how online school went. It’s in “The Simpsons” every time a character says, “Meh.”

Last summer, the journalist Daphne K. Lee tweeted about a Chinese expression that translates to “revenge bedtime procrastination.” She described it as staying up late at night to reclaim the freedom we’ve missed during the day. I’ve started to wonder if it’s not so much retaliation against a loss of control as an act of quiet defiance against languishing. It’s a search for bliss in a bleak day, connection in a lonely week, or purpose in a perpetual pandemic.

An antidote to languishing

So what can we do about it? A concept called “flow” may be an antidote to languishing. Flow is that elusive state of absorption in a meaningful challenge or a momentary bond, where your sense of time, place and self melts away. During the early days of the pandemic, the best predictor of well-being wasn’t optimism or mindfulness — it was flow. People who became more immersed in their projects managed to avoid languishing and maintained their prepandemic happiness.

Let Us Help You Manage Your Pandemic Burnout

It’s been more than a year of this strange coronavirus world, and it’s OK if you haven’t adjusted yet. We hope we can help:

•  
• Having a hard time defining that blah way you’re feeling? It’s called languishing, and it may be the dominant emotion of the year.
• Maybe anxiety is a habit you can unlearn? In his podcast, Ezra Klein, a New York Times Opinion columnist, speaks with an addiction psychiatrist for some advice for changing your relationship with your thoughts.
• We are all grieving right now about many things. And there is no singular way to respond to heartache or sorrow. Find the strategy that works best for you.
• At this point in the pandemic, it feels like we have all, collectively, hit a wall. Our readers reported that they have coped by turning to everything from edibles to Exodus.
• Looking to change your priorities? For a growing number of people with financial cushions and in-demand skills, the dread and anxiety of the past year are giving way to a new kind of professional fearlessness.

An early-morning word game catapults me into flow. A late-night Netflix binge sometimes does the trick too — it transports you into a story where you feel attached to the characters and concerned for their welfare.

While finding new challenges, enjoyable experiences and meaningful work are all possible remedies to languishing, it’s hard to find flow when you can’t focus. This was a problem long before the pandemic, when people were habitually checking email 74 times a day and switching tasks every 10 minutes. In the past year, many of us also have been struggling with interruptions from kids around the house, colleagues around the world, and bosses around the clock. Meh.

Fragmented attention is an enemy of engagement and excellence. In a group of 100 people, only two or three will even be capable of driving and memorizing information at the same time without their performance suffering on one or both tasks. Computers may be made for parallel processing, but humans are better off serial processing.

Give yourself some uninterrupted time

That means we need to set boundaries. Years ago, a Fortune 500 software company in India tested a simple policy: no interruptions Tuesday, Thursday and Friday before noon. When engineers managed the boundary themselves, 47 percent had above-average productivity. But when the company set quiet time as official policy, 65 percent achieved above-average productivity. Getting more done wasn’t just good for performance at work: We now know that the most important factor in daily joy and motivation is a sense of progress.

I don’t think there’s anything magical about Tuesday, Thursday and Friday before noon. The lesson of this simple idea is to treat uninterrupted blocks of time as treasures to guard. It clears out constant distractions and gives us the freedom to focus. We can find solace in experiences that capture our full attention.

Focus on a small goal

The pandemic was a big loss. To transcend languishing, try starting with small wins, like the tiny triumph of figuring out a whodunit or the rush of playing a seven-letter word. One of the clearest paths to flow is a just-manageable difficulty: a challenge that stretches your skills and heightens your resolve. That means carving out daily time to focus on a challenge that matters to you — an interesting project, a worthwhile goal, a meaningful conversation. Sometimes it’s a small step toward rediscovering some of the energy and enthusiasm that you’ve missed during all these months.

Languishing is not merely in our heads — it’s in our circumstances. You can’t heal a sick culture with personal bandages. We still live in a world that normalizes physical health challenges but stigmatizes mental health challenges. As we head into a new post-pandemic reality, it’s time to rethink our understanding of mental health and well-being. “Not depressed” doesn’t mean you’re not struggling. “Not burned out” doesn’t mean you’re fired up. By acknowledging that so many of us are languishing, we can start giving voice to quiet despair and lighting a path out of the void.

 

Adam Grant is an organizational psychologist at Wharton, the author of “Think Again: The Power of Knowing What You Don’t Know” and the host of the TED podcast WorkLife.

The New York Times