Dr. Mulligan defines ‘wellbeing’ in contrast to ‘wellness’ as something very broad that encapsulates all facets of our lives. This broadness means that wellbeing is relational, and that self-care and community-care are intertwined. Building the resiliency of our communities is something that we can only do together, and in doing so we also help ourselves. 

Ms. Munjee speaks about using mindfulness to address social injustices, such as through allyship, forming communities and encouraging others to speak up for social change. She discusses the critique that mindfulness, a secular practice centred on the individual, places responsibility on the individual to feel better rather than on the structures which cause people to feel bad. Ms. Munjee advocates instead that mindfulness can be used to raise awareness and acknowledgment of the problem, rather than sweeping issues under the rug. 

Jay points out that our self-care practices are not just for our benefit; they are also a stance against the attention economy. Every time we take a mindful breath or treat someone kindly, we are making a statement about how we want to live.

Dr. Miller explains what he means by interconnection, pointing to deep ecology and Indigenous perspectives as a guide towards seeing ourselves as part of a web of life. He elaborates on three primary connections: with the earth, with community and with the body. He also offers some advice on how you can cultivate these connections, for example, by forest-bathing, joining a sports team or social cause, and regularly doing physical exercise such as yoga, Tai Chi or another physical practice you enjoy and helps you “feel at home” in your own body.

Dr. Miller talks about connecting with the deeper parts of ourselves, and ultimately, with the universe. He describes Abraham Maslow’s notion of “peak experiences” wherein we feel a boundless sense of ourselves, for example, in listening to music or spending time with a loved one. He also speaks about his invitation for students to develop a meditation practice as a means towards being in the present moment and connecting with our inner selves.

Dr. Stellar lists some of the specific emotions she studies that are known as pro-social, because they promote altruistic behaviour. These can also be called ‘self-transcendent emotions.’ Dr. Stellar believes they play an important role in our understanding of wellbeing.

Dr. Stellar explains the reason behind the new title of ‘self-transcendent’ emotions: these emotions make our sense of self less central to our perspective and decisions. They blur the boundaries between self and other, allowing for a shift in focus. In this way, reduced salience of the self can sometimes be a very good thing.

Dr. Stellar reflects on life during the pandemic, during which we have lost precious moments of interaction that had allowed us to feel grateful and appreciative of others. She suggests seeking out these moments even under our limiting circumstances.

Dr. Mulligan discusses the variety of contexts that can make isolation more or less challenging for individuals. While it may be difficult during the pandemic, the most important thing is to prioritize connection with people, even in small ways.

Dr. Richardson discusses the way in which studying history can broaden one’s perspective and generate empathy. So often we get caught in thinking that our experience is universal, which is not at all the case. Understanding people from other places and times can help us understand each other, and see that the choices each person makes are perfect under their idiosyncratic circumstances. With greater empathy, we can move towards making choices together. Part of building an environment of empathy is helping students understand that they don’t need to prove themselves in the classroom; everyone is there to learn together and from one another.