martes, 20 de enero de 2026

Life, Liberty and the Pursuit of Unhappiness (Nicholas Kristof)

 

Life, Liberty and the Pursuit of Unhappiness

Nicholas Kristoff, The  New York Times, January 2026

We Americans like to boast, “We’re No. 1,” and we certainly are in our military capacity to invade other countries and abduct odious foreign leaders.

But in the well-being of ordinary citizens? A careful study released Wednesday and based on a measure called the Social Progress Index suggests that in terms of quality of life, the United States ranks 32nd out of 171 countries, behind Poland, Lithuania and Cyprus.

More alarming, the United States has fallen steadily in the rankings over the years, under Republican and Democratic presidents alike — and now seems poised to fall further because of cuts in health care and other services by President Trump.

The Social Progress Index was introduced in the 2010s by a high-powered team of scholars and experts. The United States ranked 18th in 2011, and while that was troubling, we were still ahead of France, Italy and Spain. Now they outrank America.

The Social Progress Index has 12 components, and since 2011 the United States has fallen in the rankings in all of them, said Michael Green, the chief executive of the group that publishes the index each year.

“The quality of life in America is not just worse than in a handful of small Scandinavian countries but also worse than in all of America’s G7 competitors,” Green told me. “We’ve slipped behind former Communist countries like Slovenia, Lithuania and Estonia and behind other relatively new democracies like South Korea.”

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“The U.S. won the Cold War by being an economic superpower and a social progress superpower,” Green added. “Over the last 30 years, America has simply let go, in terms of social progress.”

The Social Progress Index is just one set of metrics, of course, and one could quibble about this or that score. But it is a useful exercise to employ objective data to weigh quality of life across countries:

In safety, the United States ranks 99th, the index finds, behind Pakistan and Nicaragua.

In K-12 education, America is 47th, behind Vietnam and Kazakhstan.

In health, we rank 45th, behind Argentina and Panama.

Most other attempts to assess nations by well-being also show the United States struggling in recent years. The recent World Happiness Report, ranking countries based on polling about happiness and how people evaluate their lives, has the United States at 24th — down from 15th a decade earlier. The Atlantic Council’s freedom index ranks America No. 22 and in decline, and the Economist Intelligence Unit’s democracy index puts the United States at No. 28.

This year marks the 250th anniversary of the Declaration of Independence, with its celebration of “life, liberty and the pursuit of happiness.” In a sense, the Social Progress Index and these other assessment tools evaluate how well we’re doing by our own metrics.

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The United States does a fine job generating economic growth, but it lags at translating that G.D.P. growth into the things we most care about.

For a contrast, consider Latvia. It has less than half the per capita G.D.P. of the United States, but it enjoys similar scores on the Social Progress Index.

The index is not, of course, definitive. I think the United States is more honest than some other countries in data collection (in areas such as neonatal mortality), and I worry that Western Europe, for all its social gains, has an economic model that suppresses innovation and long-term growth.

Yet the index also captures something real. It explains some of the frustration and discontent that helped elect Donald Trump on the right and Zohran Mamdani on the left. When Americans say that the system is not working for them, these rankings illuminate why they feel such frustration.

As I suggested, things may get worse. As I wrote recently, Trump’s cuts in health care may cost 51,000 lives annually and result in 101,000 cases of untreated addiction annually, along with 138,000 cases of untreated diabetes.

Liberals may be tempted to focus on Trump’s shortcomings. But there is something larger going on here as well: Since about 1970, the United States has been lagging peer countries in some quality-of-life measures.

“It’s not about Trump,” Green said. “Obama and Biden did little to reverse the decline, nor did the Bushes or Clinton. It’s a multipresident, bipartisan, long, slow car crash. Yet voters seem to have been anesthetized by a rising stock market and economic growth, until in recent years it’s become clear to people that their living standards have stagnated — and that’s why they’ve turned to the populist promise of MAGA and Trump.”

He added, “We have to think about Trump as the consequence rather than the cause of America’s progress decline.”

So what’s the solution?

Part of the answer may be investments in human capital — in children, education and lifting skill levels. That’s everything from early childhood initiatives to vocational training, from drug treatment to community colleges.

Our relentless decline in our international standing should be an alarm bell in the night. We are not the nation we think we are, and we should shake off this complacency unless we’re comfortable with our patriotic boast becoming, “We’re No. 32!”

miércoles, 15 de enero de 2025

Course Description

G1808 “EUROPEAN CULTURE AND CIVILIZATION”
(DIPLOMA IN SPANISH HISTORY AND CIVILIZATION, UNIVERSIDAD DE CANTABRIA)

ECTS
6
Taught by
Prof. Dr. Jesús Ángel González, gonzalezja@unican.es
Course language
English
Schedule
Classes: Wed 12:30-13:30, Thu 10:30-12:30
Content


The course will deal with the concepts of culture and European unity and diversity. Therefore, the different concepts of culture and the diverse dimensions of Europe (geographical, historical, religious, economic, cultural) will be analyzed and followed by an individual analysis of the culture and civilization of some specific European countries. The course will also present key facts about the creation and development of the European Union. Some of the topics to be covered are: Origin of the EU, how the EU works, monetary union, European issues and priorities, the EU in the world, current developments and future possibilities.
Assessment

-Class attendance and participation 10% (MINIMUM 80 %)
-Oral presentation 30% Students will choose one European country and prepare an oral presentations about its culture and civilization.. The presentations should last between 20 and 30 minutes and some of the following fields could be covered: Background, history, geography, languages, sociological overview, education, religion, economy, politics, the Media, cultural conflicts, cultural products (Literature, Cinema, Art). Special emphasis should be placed on each student’s field of expertise or University Major.
- Reading and Writing Assignments: 20 %: Students are expected to read a number of articles, discuss them in class and hand in article reviews. 
- Final paper: “What is then a European?" 40 %. Remember that the university uses a detection system ("Turnitin Integrity") to check for plagiarism and inappropiate use of AI.

Teaching methods
Participants will be encouraged to actively participate in class and share their experiences and ideas with others to explore new ways of thinking. The course will be conducted using a mixture of lectures; small group activities; practical exercises, facilitated discussions and oral presentations.
Teaching material




§  Core Texts: Class materials to be picked up by students at the Interfacultativo Copy Centre

§  Additional material:

Barbour, P. (Ed.) The European Union Handbook. Fitzroy Dearborn Publishers. 1996

Chernotsky, Harry & Heidi Hobbs. Crossing Borders: International Studies for the 21st Century.

        CQ Press, 2015. Díez Medrano, J. Framing Europe. Princeton University Press. 2003.

González López, Jesús A. An Introduction to North American Culture and Literature.

       Santander: TGD, 2006.

Harari, Yuval Noah. Sapiens: A Brief History of Humankind. London: Penguin, 2011.

Hartley, Emma. 50 Facts you Need to Know: Europe. Icon Books: 2006.

Marshall, Tim. Prisoners of Geography: Ten Maps That Tell You Everything You Need To

       Know About Global Politics. London: Elliot & Thompson, 2015.

Oxford Guide to British and American Culture. Oxford: Oxford University Press, 1999.

Rifkin, Jeremy. The European Dream: How Europe's Vision of the Future Is Quietly Eclipsing the American Dream. London: Polity, 2005.



jueves, 21 de enero de 2021

lunes, 20 de enero de 2020

Presentations (30 %)



Students will choose one European country and prepare an oral presentation about its culture and civilization. The presentations should last around 20-30 minutes and some of the following fields could be covered: Background, history (5 meaningful events only), geography, languages, sociological overview, education, religion, economy, politics, the Media, cultural conflicts, cultural products (Literature, Cinema, Art), role in Europe. Special emphasis should be placed on cultural conflicts and on each student’s field of expertise (preferably their University Major).You need to choose a country and a date as soon as possible and then you have to attend one of the Wednesday tutorials to let me know about your ideas about the presentation.


How to give a presentation in English: https://www.youtube.com/watch?v=fXVoT7VMCpM

5 steps to a killer opener: https://www.youtube.com/watch?v=dEDcc0aCjaA

After delivering your presentation in class, you have to upload it on Moodle. 


Reading and Writing Assignments (20%)

Students are expected to read the articles provided by the teacher in paper format, present some of them in class (when scheduled) and hand in (via Moodle) 10 article reviews (5-8 from the list in the class materials and 2-5 from the blog: 20 % of the final mark). 


jueves, 20 de junio de 2019

Final paper (40 %)

Deadline for the final paper: June 2.

The final paper should be 5-10 pages long (2,000-4,000 words) and should involve some research as well as personal opinions. Don't forget to quote your sources and include a bibliography.You will find useful articles and book extracts in the set of photocopies as well as in the blog. Remember that the university uses a detection system ("Turnitin Integrity") to check for plagiarism and inappropiate use of AI. 

The topic of the final paper is "What is then a European?"in response to J. Hector St. John de Crevecoeur's definition of Americans: “What is then the American, this new man? He is either a European or the descendant of a European, hence that strange mixture of blood, which you will find in no other country… He is an American, who, leaving behind him all his ancient prejudices and manners, receives new ones from the new mode of life he has embraced, the new government he obeys, and the new rank he holds. He becomes an American by being received in the broad lap of our great Alma Mater. Here individuals of all nations are melted into a new race of men, whose labors and posterity will one day cause great changes in the world … The American is a new man, who acts upon new principles; he must therefore entertain new ideas, and form new opinions.
(J. HECTOR ST. JOHN DE CRÈVECOEUR Letters from an American Farmer, 1782)

American history and character have been fundamentally shaped by three important myths:
· The American Dream: the belief that their country offers the best opportunities for a good and successful life. A dream of freedom and opportunities. Anybody can get rich, anybody can become president. But there are some American nightmares, as many writers and film directors keep pointing out ...
· The Melting Pot: a phrase used to describe the USA as a country in which people from many different races and cultures are ‘melted’ together to form the American people.
· The Manifest Destiny, as we have already mentioned, is a phrase coined in the late 19th century to justify the right of the US to own and occupy land across the continent to the Pacific Ocean, buying or stealing land from Europeans, Indians, Mexicans (California, Texas,...) or Spaniards (the Philippines, Puerto Rico, Cuba). This idea is linked to the concept of the frontier (the border between settlements and wilderness), which has had a tremendous influence in the American psyche as shown in American popular culture (westerns).
These three myths are still alive in many ways and their effects can be seen in aspects such as the way the economy is handled (an extension of the concepts inherent to the American Dream), the problems with immigration and the ‘English Only’ movement (the Melting Pot), North-American foreign policy in Latin America (the Manifest Destiny), individualism, love of guns, the permanent conflict between nature and civilization or even the space race (the frontier).

Adapting these ideas to the European context, you can try to answer the following questions:
- What is then a European? is there such a thing as a European identity? How is it created? (You may think of the European Union and the monetary union, but also of the Council of Europe and other identity-forming elements like the Erasmus program, the Schengen agreement, the Cultural Capital of Europe, or even UEFA and the Eurovision song contest)
- What are the different European dimensions or ways to understand Europe? Think about Geography, History, Languages, Religion, Politics, Foreign Policy, Economy, Human Rights, etc.
- Is there a European Dream? What is it made of? Is it similar to the American Dream? Is there a social dimension vs. the more individualistic American dream?
- Is there a European Melting Pot? Should there be one? Is European diversity an asset or a curse? How should Europe deal with immigration (both from inside Europe and from outside Europe)?
- Is there a European Manifest Destiny? Was there one (in the 19th century colonialization period, for example)? How should Europe expand its influence outside its borders (think, for example, of democracy, human rights, prosperity, protection of the environment, the destruction of borders as a recipe for peace, the so-called social market...)?
- Think of your own experience: Do you have a European identity? Do you feel more European after your Erasmus experience?