Happiness Matters: Towards a Pedagogy of Happiness and Well-Being

Autor/inn/en	Scoffham, Stephen; Barnes, Jonathan
Titel	Happiness Matters: Towards a Pedagogy of Happiness and Well-Being
Quelle	In: Curriculum Journal, 22 (2011) 4, S.535-548 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2011.627214
Schlagwörter	Psychological Patterns; Role; Learning Processes; Children; Well Being; Individual Development; Context Effect; Creative Activities; Evidence; Educational Attitudes; Curriculum Development; Personality Traits; Educational Change; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Rollen; Learning process; Lernprozess; Child; Kind; Kinder; Well-being; Wellness; Wohlbefinden; Individuelle Entwicklung; Evidenz; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Bildungsreform; Ausland; Großbritannien
Abstract	The role of the emotions in learning has long been acknowledged but is often overlooked. This article considers the impact one particular emotion, happiness, has on learning and the school curriculum. Recent reports have drawn attention to the importance of happiness (or the lack of it) by highlighting concerns about childhood well-being. At the same time, there is increasing evidence from psychology and neuroscience to suggest that periods of happiness are linked to personal growth, health and development. When we are happy it seems we are more likely to be receptive to outside stimuli than when we are sad or distressed. Happiness also makes us more disposed to engage in creative endeavour, which is itself another source of fulfilment. Positive psychologists argue that rather than being fixed, happiness, optimism and other positive traits can be learnt. We offer evidence from our own professional experience in teaching to corroborate these claims and to extend the debate about the relevance of affective neuroscience to education. In conclusion, we consider how a focus on happiness might underpin a positive approach to curriculum reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10