Build the Life You Want: The Art and Science of Getting Happier

As in other chapters, Brooks and Winfrey use definitions of key terms—in this case, definitions of crystallized intelligence and fluid intelligence—to clarify their arguments and challenge conventional beliefs about the nature of happiness. By describing the benefits of teaching, the authors draw on the concept of crystallized intelligence to emphasize that as people age, their accumulated wisdom continues to grow even though their fluid intelligence may decline. They acknowledge, “One of the biggest sources of suffering for many people in middle age is the perception that while they have many years of life ahead, they are somehow declining in their abilities” (201). However, by emphasizing the usefulness of crystallized intelligence, the authors challenge widespread worries around aging by highlighting the value of accumulated knowledge and skills. This discussion of aging echoes what Brooks and Winfrey asserted in Chapter 1—that happiness is not a destination but a direction, and that one should focus on getting happier, not on becoming and staying happy. In the conclusion, the authors show that one can get happier as one ages by leaning into the strengths of crystallized intelligence, embracing the role of teaching and mentoring, and continuing to accumulate wisdom and knowledge.

This advice to teach as one grows older suggests the theme of The Importance of Interpersonal Connection because teaching involves engaging with and helping others. This discussion also hints at The Inextricable Nature of Happiness and Unhappiness, since it acknowledges the fact that nothing stays the same, and that as people age, they may experience declines in certain abilities or capacities. Nevertheless, the authors argue that this process does not have to be a source of unhappiness; instead, it can be an opportunity for achieving new levels of growth and fulfillment.