Suissa, J;
(2008)
Lessons from a new science? on teaching happiness in schools.
Journal of Philosophy of Education
, 42
(3-4)
pp. 575-590.
10.1111/j.1467-9752.2008.00642.x.
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Abstract
Recent media reports about new programmes for 'happiness lessons' in schools signal a welcome concern with children's well-being. However, as I shall argue, the presuppositions of the discourse in which many of these proposals are framed, and their orientation towards particular strands of positive psychology, involve ideas about human life that are, in an important sense, anti-educational. © 2008 Journal of the Philosophy of Education Society of Great Britain.
| Type: | Article |
|---|---|
| Title: | Lessons from a new science? on teaching happiness in schools |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1111/j.1467-9752.2008.00642.x |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1480472 |
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