Lessons from a new science? : on teaching happiness in schools.
Journal of Philosophy of Education, 42 (3-4).
||This article offers a philosophical critique of the recent trend for "happiness lessons" in schools. I discuss the conceptual and ethical problems involved in the "science of happiness" research paradigm on which this trend is based, and suggest that the underlying values and presuppositions of much of the literature on "teaching happiness" are actually contributing to a distorted and profoundly anti-educational view of human flourishing. This paper offers a timely, philosophically rigorous intervention into an important policy initiative and was referred to in two articles on the topic in THES. The definitive version is available at www3.interscience.wiley.com
||Health and wellbeing, Philosophy of education
||IOE Departments > Departments > Humanities and Social Sciences
IOE Repository Editor (2)
||05 Mar 2010 12:27
||15 Oct 2013 12:28
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