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|Other Titles:||A Philosophical Examination of I. Morris’s Happiness Curriculum|
Department of Education,National Taiwan Normal University
Wellington College introduced happiness curriculum to teach students to be happy. This paper aims to analyze I. Morris’s conception of happiness manifested in Teaching Happiness and Well-Being in Schools, and evaluate whether happiness can be taught. The author points out that Morris’s conception of happiness has gone through some changes. Initially, he inherits positive psychology’s (PP for short) idea of happiness, placing emphasis on mastering the subject’s attitudes of mind such as learning mindfulness meditation, optimism, and gratitude. Afterwards, Morris specified his conception to be Aristotle’s activity theory of happiness. He considered happiness to be feelings experienced as a corollary of these activities. Finally, Morris indicated that happiness is an activity in accordance with virtue. Happiness curriculum therefore shall take character education as its framework. On the whole, Morris’s happiness curriculum can be seen as a compound product of PP and Aristotelian eudaimonism. The subjects included in the curriculum are derived from the main themes of PP, aiming at teaching the empirically validated “techniques for happiness”. Later on, the essential role of virtue was underscored. It is concluded that happiness can and should be taught. However, considering the ambiguity of happiness, we should put the conception of happiness into critical scrutiny.
|Appears in Collections:||教育研究集刊|
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