A Good Childhood

	Book review on A Good Childhood by Layard, Richard; Dunn, Judy (2009) Reviewed by David Lorimer, 2009 published in Network Review No 99
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Back in the 1970s, when I first learned economics at University, lecturers used to speak of consumers maximising their satisfaction, other things, of course, being equal - which they never are. Richard Layard is an economist from the LSE, who founded their Centre for Economic Performance, and now directs its programme on well-being. A friend told him that publication of his book on happiness, subtitled 'lessons from a new science', would change his life, and it certainly has. The central question that he investigates in this book is why we are no happier than we were 50 years ago, even though most of us are better off in many respects. In other words, what is the relationship between economic growth and happiness or well-being? He approaches this issue using not only economics, but also philosophy, psychology and neuroscience in an evidence-based search for answers. His philosophical roots are in the utilitarianism of Jeremy Bentham, who is quoted at the end of the book in a remarkably clear injunction: 'create all the happiness you are able to create: remove all the misery of you are able to remove.' The structure of the book is an analysis of the problem, followed by a discussion of what can be done.

            Common to both books is a critique of individualism which also argues that we need the concept of a common good, towards which we can all contribute. Excessive individualism believes that it is the prime duty of individuals to make the most of their own lives rather than contribute to the good of others. However, self-realisation is not enough, and psychological research finds that unselfish people are on average happier than those more preoccupied with themselves. Behind this lies the economics of Adam Smith's invisible hand, whereby the good of all is supposedly promoted by each individual pursuing their own interests. This leads to an emphasis on competition, rivalry and status, which is one of the principal reasons why we have not become happier, since we are constantly comparing ourselves with others and are goaded on to making new purchases. Hence one secret of happiness is to ignore comparisons with more successful people, comparing downwards, not upwards. We find ourselves on what he calls the hedonic treadmill, which encourages us to invest more time in acquiring new possessions at the expense of our leisure.

            Layard discusses what he calls the seven factors affecting happiness, which also reappear by implication in the second book. These are family relationships, financial situation, work, community and friends, health, personal freedom and personal values. Running through society as a whole, and related to its overall level of happiness is the question of trust, which is one of six factors explaining most of the variation in happiness between countries. He argues that the greatest happiness should be an overriding policy goal, so that we should seek the greatest happiness of everyone, with each person's happiness counting equally; this entails the two foundations of sympathy for others and impartiality, which also reflected in the Golden Rule. Moving on to cost benefit analysis, he also explains how behaviourism led to a much narrower concept of happiness in the 1930s, which one can see reflected in the broad assumption that economic growth advances well-being. It is now time to implant the findings of new psychology, including positive psychology into economics -  for instance the fact that people hate loss more than they value and equal gain. At a practical level, Layard recommends that progress of national happiness should become a policy goal to be measured and analysed as closely as GNP.

            An emphasis on values and the inner life can be found in both books. The second book is the recent landmark report by the Children's Society and is even subtitled 'searching for values in a competitive age.' Some of the indications in the first book are already being put into practice with government programmes on social, emotional and affective learning, although, as we found out from Carol Craig at our recent Mystics and Scientists conference, but there is some controversy about the validity of the research on which this is based. However, one can agree with Layard that all children benefit from acquiring inner strength. Children also need to acquire a moral vocabulary, which is one of the outcomes of the Learning for Life Values Poster Programme, where they also cultivate positive qualities and realise the value of resilience. Hence schools can help train the habits of the heart as well as the powers of the mind, becoming values-based communities.

            The report as a whole makes essential reading for anyone working in education and with young people. The needs of children for loving families, friends, a positive lifestyle, sound values, good schools, mental health and sufficient money are addressed within its structure. The starting point is not dissimilar from the first book in emphasising the benefits of modern lifestyles for children, yet there is also a downside in terms of exposure to commercial pressures, violence, stresses at school and increasing emotional distress. Each chapter contains analysis, with references, and recommendations at the end. For instance, that an authoritative style of parenting is best and that ways should be found to encourage exercise and reduce teenage consumption of alcohol. It was rather shocking to discover that 20% of 15-year-olds questioned had been drunk in the week before; and, as we know, obesity has increased sharply over the last 10 years. Schools obviously have a profound effect on students, and teachers should be incentivised to apply for posts in difficult schools, especially in view of the finding that teachers account for up to 30% of variation in students' progress.

            It is very clear from the research that early intervention is much more cost effective for children in difficulty. The report concludes that a better world for our children is based on two words: love and respect, with recommendations based on evidence. This puts the onus on parents and teachers to put human relationships above all else, and serve as examples of selflessness and harmonious living. The report recommends as a guideline: what one would do if our aim was a world based on love? There are also specific conclusions addressed to parents, teachers, government and media. At a time when many people are reflecting on the role of material acquisition and the reasons why we find ourselves in a financial and economic crisis, these books are an important point of departure for us to reflect not only on our economic and education systems, but also on the kind of society we wish to live in and the true nature of human fulfilment.

 

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