3.2.1 Fully systematic approaches to human well-being components
The six identified systematic approaches to HWB component of S-LCA relevance were found in sustainability studies, philosophy, psychology, and development studies.
The research by Melinda Missimer and colleagues (Missimer et al.
2017a,
b) is of great interest for S-LCA from an HWB perspective due to the research having its roots in sustainability studies. Their research took as its starting point the already existing framework for strategic sustainable development (FSSD) and broadly covered different strains in what may constitute the social dimension of sustainable development (Missimer et al.
2017a). The aim was to further develop the social dimension of the FSSD, making it more science-based and operational. Through a literature review, the following important aspects were identified for a socially sustainable society: trust, common meaning, diversity, capacity for learning, and capacity for self-organization. Next, Missimer et al. (
2017b) identified mechanisms that could be harmful to these aspects. An iterative, participatory process was used for the identification, including a dozen workshops bringing together a large and broad selection of actors. The research identified that in a socially sustainable society,
people are not subject to structural obstacles to five specific conditions. The central aspect of trust gave four of the conditions: health, influence, competence, and impartiality. The fifth condition—meaning-making—was derived from the aspect of common meaning. Remaining aspects of diversity, capacity for learning, and capacity to self-organisation were thought to be covered by one or several of the already identified conditions.
Another academic project of considerable relevance to S-LCA is the research by philosophers John Finnis and colleagues (cf. Alkire
2002; Reitinger et al.
2011). As part of a larger research project on a natural-law theory, they have defined a set of basic goods that were found to be basic motives for human action (Grisez et al.
1987). Based on 25 years of research, the group presented seven
basic goods: life; knowledge, and aesthetic experience; excellence in work and play; harmony between persons; inner peace; harmony among judgements, choices, and performances; and harmony with something more-than-human. Finnis (
2011) highlighted similarities between the list and, among other, Frankena’s (
1973) synthesis of philosophers’ lists of items that they found to be intrinsically desirable from a rational point of view, as well as Maslow’s (
1954) basic human needs from a psychological perspective. In S-LCA literature, the approach by Finnis and colleagues was used with some modification in the impact assessment framework presented by Reitinger et al. (
2011). This use of the Finnis and colleagues approach was in turn based on an article by Alkire (
2002) and its conclusion that the list of seven basic goods well aligned with other influential lists of HWB components.
Within philosophy, also the capability approach is of S-LCA relevance (cf., Alkire
2002). The approach was initially developed by Amartya Sen, and is based on both philosophy and economics (Nussbaum
2015). The capability approach has since been developed further by several scholars, one of them being Marta Nussbaum. In her view, the capability approach is a human rights approach, with the goal of enabling people to function in areas of central importance, emphasising its use for political and constitutional purposes (Nussbaum
2007). She has listed ten
central human capabilities. These capabilities are life; bodily health; bodily integrity; senses, imagination, and thought; emotions; developing ones conception of good (practical reason); affiliation (both personal and political); relationships with other species and the world of nature; play; and control over one’s environment (both political and material). Nussbaum’s claim is that the capability approach gives better guidance than utilitarian approaches or approaches in the classical social contract tradition. The S-LCA relevance of Nussbaum’s list can be illustrated by its general agreement with the S-LCA relevant approach by Finnis and colleagues according to Alkire (
2002).
In psychology, one of the approaches to be considered for S-LCA regarding HWB components is the theory of components of
basic individual values by Shalom Schwartz and colleagues. The theory was developed in order to assist research on three broad questions on values (Schwartz
1992). The first question is about how shared experience - due to, among other, education, gender and unique experience - influences a person’s priorities regarding values; the second question concerns how human value priorities have effects on actions, ideologies, and attitudes; and the final question is about potential differences between cultures and nations regarding how persons prioritise their values. Based on these goals, the theory was developed to include an as complete as possible set of basic values that are globally valid (Schwartz et al.
2012). The practical starting point of the research was a substantial amount of “literature on needs, social motives, institutional demands, and functional requirements of social groups” (Schwartz and Bilsky
1987, p. 551), and texts on religion and expert consultations (Schwartz
1992). The testing of the theory has been a central aspect of the research and has been performed through surveys targeting a large number of respondents who were primarily teachers in a range of countries but mainly Western ones (Schwartz
1992). Teachers were targeted because they were considered well to represent average values held in a society. The survey results support that the values suggested by the researchers are given quite similar importance ranks. A 2012 summary of the theory presents the following ten values: independent thought and action, stimulation, hedonism, achievement, power, security, conformity, tradition, benevolence, and universalism (Schwartz
2012). We find that all of the values not necessarily are endpoints. The parts of the value power that refer to controlling and dominating others and nature (Schwartz
2012) can be midpoints for self-direction and security, and power could be considered to be the absence of destructive power from others and nature on oneself. The S-LCA relevance of the approach by Schwartz and colleagues is demonstrated by Alkire (
2002) finding a close similarity between the individual values theory and the approach by Finnis and colleagues.
Another psychology-based approach of S-LCA interest is the self-determination theory (SDT) developed by Richard Ryan and Edward Deci (Deci and Ryan
2008a). Its relevance is illustrated by it being referred to as a point of comparison by the above approach by Schwarz and Bilsky (
1987). In SDT, it is assumed that humans have an intrinsic motivation to grow, learn, integrate, and connect with others. The scholars summarise this motivation in three
basic psychological needs: autonomy, competence, and relatedness (Ryan and Deci
2020). Autonomy is the sense of initiative and ownership in actions. Competence consists of the feeling of mastery, the ability to succeed and grow. Finally, relatedness is the sense of belonging and connection. Needs are central in the HWB literature (Alkire
2002), and thus relevant from an S-LCA perspective.
Finally, we identify an S-LCA relevant systematic component set on HWB in development studies on
fundamental human needs and by Manfred Max-Neef and colleagues. Their identification of these needs was part of work aimed to “substantially contribute to the construction of a new paradigm of development, less mechanistic and more humane” (Max-Neef
1991, p. xii). The work was carried out in 1985–1986 as a close collaboration over 18 months between professionals in a range of Latin American countries, Sweden and Canada. The nine needs identified are subsistence, protection, affection, understanding, participation, idleness, creation, identity, and freedom. The S-LCA relevance is demonstrated by Alkire (
2002) finding a close similarity between the fundamental human needs and the approach by Finnis and colleagues.
3.2.2 Partly systematic approaches to human well-being components
The two identified partly systematic approaches to HWB components of S-LCA relevance were found in the development studies area. The approaches define components based on a large amount of systematic research, but compared to the approaches in the previous section, these two approaches have less clarity regarding and less focus on the structure across the components and sub-components.
One of the relevant approaches was found in the
dimensions of poverty that are important to poor people in a study
based on documents by Narayan and colleagues (Narayan et al.
2000b). Because Alkire (
2002) found this research to align well with the above outlined fully systematic approaches, the claim of them being universal is supported by the research by Narayan and colleagues. The study is based on 81 Participatory Poverty Assessment reports by the World Bank and thereby covers discussions with more than 40,000 poor persons. The study focused on capturing how the poor characterise poverty, and therefore prioritised reports with more focus on open-ended methods.
Connected to the study of Participatory Poverty Assessment reports by the World Bank, Narayan and colleagues addressed
dimensions of poverty that are important to poor people based on field studies (Narayan et al.
2000a). The aim of the study was to try to present a new perspective of HWB: how the poor see it. The S-LCA relevance is illustrated by Alkire (
2002) finding this research to align well with the above outlined fully systematic approaches. Accounts of more than 20,000 persons in 1999 in 23 countries were synthesised. The selected countries seem representative of countries with large-scale poverty globally at the time of the study. Methodologically, a participatory approach was used, including techniques such as drawing and ranking. The findings are captured in the following foreword statement: “Poor people care about many of the same things all of us care about: happiness, family, children, livelihood, peace, security, safety, dignity, and respect” (Narayan et al.
2000a, p. xv).
3.2.3 Other structured approaches to human well-being
A number of other structured approaches to HWB were considered. They have not been included in the synthesis due to one or more of the following factors: they combine ends and substitutable means, and/or research backing the approach is only to a limited extent, or not at all, described. An example is the SDGs. A range of the SDGs are clearly candidates for being means for an end, such as the end expressed in SDG 3 on good health and well-being; SDG 1 on no poverty, SDG 6 on clean water and sanitation, SDG 13 on climate change, and SDG 16 on life on land (cf., UN
2015). The SDGs also represent a case where the research and reasoning behind the categorisation is not readily available or linked to in core documentation (cf., UN
2015). Determining whether an approach should be included or not may be difficult, but in the following cases, it was quite clear. Raworth’s (
2017) doughnut economy model, the SDGs (UN
2015), the country rankings by life evaluations in the World Happiness Report as of the 2023 report (Helliwell et al.
2023), the Human Development Index introduced in 2010 (UNDP
2010), the HWB approach in the Millennium Ecosystem Assessment (Alcamo
2003), and the method social impact assessment (Vanclay
2003; Vanclay et al.
2015).