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Happiness and Education

Cambridge University Press (2003)

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  1. “To Be Born of Hardship” and “To Die from Comfort!” Review of Happiness, Hope, and Despair: Rethinking the Role of Education. [REVIEW]Rosa Hong Chen - 2020 - Studies in Philosophy and Education 39 (5):569-571.
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  • Happiness, hope, and despair: Rethinking the role of education.Rosa Hong Chen - 2017 - Educational Philosophy and Theory 49 (14):1452-1454.
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  • Discontinuous learning through destructive experiences: A ‘change’ approach to catastrophe education in eco-pedagogy.Hongyan Chen & Zhengmei Peng - 2020 - Educational Philosophy and Theory 52 (13):1409-1420.
    Despite the dramatic traumas and enormous physical losses associated with many catastrophes, it is undeniable that catastrophes also function as dynamic powers that drive the development and transf...
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  • Bearing and transcending suffering with nature and the world: a humanistic account.Rosa Hong Chen - 2011 - Journal of Moral Education 40 (2):203-216.
    To conceptualise moral education as ‘living and learning to bear suffering’ offers a humanistic vision for choices people make in the face of drastic threats to their existence. This essay proposes that bearing and transcending suffering—part of the human narrative—helps human beings to realise their ethical potential. Grounded in Eastern and Western metaphysics and ethics, I assess the human condition brought about by the 2008 earthquake disaster in China—in an attempt to come to terms with fundamental philosophical questions of existence (...)
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  • Prediction of the Satisfaction With the Student Life, Based on Teaching Competence and Satisfaction With the School.Raúl Baños, Antonio Baena-Extremera & María del Mar Ortiz-Camacho - 2019 - Frontiers in Psychology 10.
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  • Categories of Goals in Philosophy for Children.Anastasia Anderson - 2020 - Studies in Philosophy and Education 39 (6):607-623.
    Philosophy for children is an educational movement that includes diverse goals that are not always clearly articulated by theorists and practitioners. In order to navigate the multitude of aims found in the philosophy for children literature I propose distinguishing between the following categories of goals: aims of education; educational goals of philosophy for children ; goals of a community of philosophical inquiry ; goals of the facilitator; and goals of the children. The definitions of these various types are given along (...)
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  • Caring and Agency: Noddings on happiness in education.Hanan Alexander - 2013 - Educational Philosophy and Theory 45 (5):488-493.
    In this short essay I express my own deep sympathy with Nel Noddings’s ethic of care and applaud her stubborn resistance in Happiness and Education to what John Dewey would have called false dualisms, such as those between intelligence and emotion, theory and practice, or vocation and academic studies.However, I question whether the sort of caring relation she depicts so beautifully in this and many other books is sufficiently robust to alone carry the weight of the moral life that she (...)
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  • Conversations: risk, passion and frank speaking in education.Amanda Fulford - 2012 - Ethics and Education 7 (1):75-90.
    This article considers conversations in and about education. To focus the discussion, it uses the scenario of a conversation between a trainee teacher and her mentor reflecting together on a lesson that the trainee has just taught. I begin by outlining the notion of reflective practice as popularised by Donald Schön, and show how, in the scenario, the reflective practice conversation leads to talk characterised by recourse to particular dominant discourses within education, and how this in turn can lead to (...)
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  • Educational Reflections on the “Ecological Crisis”: EcoJustice, Environmentalism, and Sustainability.Michael P. Mueller - 2009 - Science & Education 18 (8):1031-1056.
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  • Learning from Seneca: a Stoic perspective on the art of living and education.Doret J. de Ruyter & Leendert F. Groenendijk - 2009 - Ethics and Education 4 (1):81-92.
    There is an increasing interest in publications about the sources of meaning in life; books about the art of living are immensely popular. This article discusses whether one of the ancient predecessors of current 'art of living' theories, the Stoa and more particularly Seneca, can be of interest to educators today. Seneca's explicit writings on education are relatively few, but in his letters to his friend Lucilius we find several ideas as to how educators can assist students to become wise (...)
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  • (Un)happiness and social justice education: ethical, political and pedagogic lessons.Michalinos Zembylas - 2020 - Ethics and Education 15 (1):18-32.
    To recognize the causes of unhappiness is thus a part of our political cause. This is why any politics of justice will involve causing unhappiness even if that is not the point of our action. So mu...
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  • Happiness and Education: Tilting at windmills?Susan Verducci - 2013 - Educational Philosophy and Theory 45 (5):498-501.
    This essay explores the question Is Nel Noddings a visionary who sees past the constraints of contemporary education or is she, like Don Quixote, madly tilting at windmills in her description and defense of happiness as an educational aim?Viewing the educational aim of happiness as an ideal raises substantial challenges for the practicality of Noddings’s ideas.
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  • On the ambiguity of teaching-relationship ethics in pedagogical tutoring work.Boaz Tsabar - 2018 - Ethics and Education 14 (1):84-101.
    ABSTRACTThe article aims to discuss the ethical ambiguities inherent to pedagogical tutoring teaching-relationships work in teacher training institutions. The thrust of its argument is that the special character of teaching relationships in pedagogical tutoring work invites an implicit blurring of boundary lines, which in turn poses distinct ethical and pedagogical challenges. The article goes on to discuss some of the pedagogical ambiguities that typically emerge in pedagogical tutoring work and teaching relations. Finally, based on the concepts of “ambiguity” and “dialogue”, (...)
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  • Gender and Age Differences in Children’s Perceptions of Self-Companion Animal Interactions Expressed through Drawings.Christine Yvette Tardif-Williams & Sandra Leanne Bosacki - 2017 - Society and Animals 25 (1):77-97.
    This study explored gender and age differences in children’s perceptions of their interactions with companion animals, as represented through drawings and written descriptions. The study included 77 school-aged children who attended a one-week humane education summer camp that aimed to promote positive interactions with animals. Children completed drawings of their interactions with companion animals and provided accompanying written descriptions. The results suggested that boys’ drawings and written descriptions showed more cognitively-based perceptions of self-companion animal interactions. In contrast, girls’ drawings and (...)
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  • The Perfection of the Teacher Through the Pursuit of Happiness: Cavell’s Reading of J. S. Mill.Mitsutoshi Takayanagi - 2015 - Studies in Philosophy and Education 35 (1):17-28.
    Drawing upon Nel Noddings’ contention that, if children are to be happy in schools, their teachers should also be happy, this paper tries to explore a way in which the obviously intimate but seemingly conflicting connections between students’ and teachers’ happiness can be understood from the viewpoint of Stanley Cavell’s reading of J. S. Mill. Mill’s conceptions of desire and pleasure are examined as a means of liberating the above connection from existing prioritization: that is, teachers’ or students’ happiness comes (...)
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  • Introducing Noddings and the Symposium.Lynda Stone - 2013 - Educational Philosophy and Theory 45 (5):482-487.
    ‘Introducing Noddings and the Symposium’ is an overview in three parts following an opening comment The three are these: Noddings’s biography highlighting personal background and professional accomplishments; papers overview pointing to key ideas and themes as well as philosophical, literary and metaphorical inspiration; and response comments that take up ideas from the symposium papers and Noddings’s text in brief reconsideration. These ideas are connection of care theory to Noddings’s happiness, recognition of an ethics in doing philosophy, conceptions of needs and (...)
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  • Dewey, democracy, and mathematics education: Reconceptualizing the last bastion of curricular certainty.Kurt Stemhagen & Jason W. Smith - 2008 - Education and Culture 24 (2):25-40.
    In this article we contend that attempts to foster democratic education in the United States' public schools rarely include mathematics class in meaningful ways. We begin with Dewey's conception of democracy and then argue that current ways of thinking about mathematics do not provide adequate foundations for democratic mathematics education. Our reconceptualization of mathematics draws on Dewey's uniquely humanistic philosophy of mathematics. We conclude with some implications of democratic mathematics education for school and society. Thus, this project seeks to blur (...)
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  • Valuing and Desiring Purposes of Education to Transcend Miseducative Measurement Practices.Robert Scott Webster - 2017 - Educational Philosophy and Theory 49 (4).
    The separating and isolating tendencies of measuring practices can lead educators to lose sight of the aims and purposes of education. These end purposes can be used to guide and ensure that the activities of educators are educational, and therefore, Biesta recommends there is a need for educators to reconnect with them. This article. explores this notion of a ‘reconnection’ and argues that if educators are to challenge any potentially miseducative measuring practices, then this reconnection must require educators to value (...)
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  • Happiness, Despair and Education.Peter Roberts - 2012 - Studies in Philosophy and Education 32 (5):463-475.
    In today’s world we appear to place a premium on happiness. Happiness is often portrayed, directly or indirectly, as one of the key aims of education. To suggest that education is concerned with promoting unhappiness or even despair would, in many contexts, seem outlandish. This paper challenges these widely held views. Focusing on the work of the great Russian writer, Fyodor Dostoevsky, I argue that despair, the origins of which lie in our reflective consciousness, is a defining feature of human (...)
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  • But Everything is Against Us Here': Some thoughts on Noddings and on exposing our educational present.Stefan Ramaekers - 2013 - Educational Philosophy and Theory 45 (5):494-497.
    Noddings’s radical choice for a particular stance in life is both what makes Happiness and Education a thought-provoking book and what also leads me to have some reservations. First, I briefly outline some of these reservations and focus on what I think are two important difficulties Happiness and Education faces: firstly, the fact that Noddings’s choice for a particular conception of the good is likely to run into resistance and even incomprehension, and secondly, the observation that Noddings seems to be (...)
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  • Review of Andrea R. English, Discontinuity in Learning: Dewey, Herbart, and Education as Transformation: Cambridge University Press, 2013. [REVIEW]Avi I. Mintz - 2013 - Studies in Philosophy and Education 33 (4):451-458.
    In their influential book, The Child Centered School, Harold Rugg and Ann Schumaker wrote that, in traditional schools, students found “that behind each classroom door lurked a deceptive Pandora’s box of fears, restraints, and long, weary hours of suppression” (Rugg and Shumaker 1928, p. 4). The American child-centered, romantic progressives were known to quip that educators of the old, traditional education did not care what students were taught, as long as students didn’t like it. Isaac Kandel, the longtime critic of (...)
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  • Academic freedom and the commercialisation of universities: a critical ethical analysis.Kathleen Lynch & Mariya Ivancheva - 2016 - Ethics in Science and Environmental Politics 15 (1):71-85.
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  • Happiness as an aim of education.Nikola Kallová - 2021 - Human Affairs 31 (2):165-174.
    This paper explores happiness as an aim of education, particularly schooling. What role does happiness play in philosophy of education? How do critics view the aims of public schooling today and its relation to happiness? Is happiness embedded in the concept of education as an aim of education? The paper explores happiness—understood inclusively as a positive mental state—by examining the relevant literature from various disciplines. It looks briefly at critical views of current trends in public school practice and concludes that (...)
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  • Ethics of caring in the child-friendly projects: New challenges.Tahereh Javidi Kalatehjafarabadi - 2020 - Childhood and Philosophy 16 (36):01-17.
    This paper aims to consider the implications of Noddings’ ethics of care theory for child-friendly projects and their underlying philosophical assumptions. It is explained that this theory with its emphasis on the children’s needs and rights and, more importantly, the emphasis on the care relation and care encounter indicates how Noddings’ main concepts and ideas could be taken into consideration in exploring the challenges of implementing child-friendly projects. Therefore, the main concepts of ethics of care theory including need and right, (...)
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  • ‘Won’t SomebodyThinkof the Children?’ Emotions, child poverty, and post-humanitarian possibilities for social justice education.Liz Jackson - 2014 - Educational Philosophy and Theory 46 (9):1069-1081.
    Under models of moral and global citizenship education, compassion and caring are emphasized as a counterpoint to pervasive, heartless, neo-liberal globalization. According to such views, these and related emotions such as empathy, sympathy, and pity, can cause people to act righteously to aid others who are disadvantaged through no fault of their own. When applied to the contemporary issue of alleviating child poverty, it seems such emotions are both appropriate and easily developed through education. However, emotional appeals increasing a sense (...)
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  • Peace education, domestic tranquility, and democracy: the Fukushima Daiichi nuclear disaster as domestic violence.Kanako Ide - 2014 - Ethics and Education 9 (1):102-112.
    This article is an attempt to develop a theory of peace education through an examination of the Fukushima Daiichi nuclear disaster. It examines why Japan did not avoid this terrible nuclear disaster. This is an educational issue, because one of the major impacts of Fukushima's catastrophe is that it indicates the failure of peace education. In order to reestablish a theory of peace education, the concept of domestic tranquility is discussed. This article questions whether the Japanese public order is consistent (...)
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  • Review of Martha Nussbaum, Not for Profit: Why Democracy Needs the Humanities: Princeton University Press, 2010. [REVIEW]Maughn Rollins Gregory - 2011 - Studies in Philosophy and Education 30 (4):419-427.
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  • In the Pursuit of Unhappiness: The 'measuring up' of early childhood education in a seamless system.Andrew Gibbons - 2013 - Educational Philosophy and Theory 45 (5):502-508.
    Recent government attention to the coherence between early childhood and compulsory school curricula in Aotearoa/new Zealand has led to debates regarding the educational aims of different education sectors Concerns regarding a ‘push-down’ of compulsory school aims are highlighted in this article, with reference to Nel Noddings’s Happiness and Education and the problem of an increased ‘measuring’ of early childhood education aims and outcomes. It is argued that removal of seams between early childhood and primary education may lead to unhappiness in (...)
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  • Like a Stone: A happy death and the search for knowledge.Andrew Gibbons - 2013 - Educational Philosophy and Theory 45 (11):1092-1103.
    This article explores the story of ‘the other Mersault’ whose narrative is published in the posthumous and arguably incomplete work A happy death. That this work is incomplete and that it appears to be a precursor to The outsider, has arguably limited scholarly analysis of its character and plot. However, the themes that are explored in A happy death are significant in their distinction to those themes that are experienced by the other, younger, Meursault. In A happy death the world (...)
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  • Conflicting Uses of 'Happiness' and the Human Condition.Stephen M. Fishman & Lucille McCarthy - 2013 - Educational Philosophy and Theory 45 (5):509-515.
    Nel Noddings claims that there is an important normative element in happiness. For support, she points to the Aristotelian idea of the eudaimonic life, a concept that is often translated into English as ‘the happy life’. However, in light of the wide divergence between the Aristotelian view of eudaimonia as a life of virtuous activity and most contemporary psychologists’ and lay people’s view of happiness as subjective wellbeing, the authors of this article believe that Noddings’s merging of the two has (...)
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  • Overcoming the Philosophy/Life, Body/Mind Rift: Demonstrating Yoga as embodied-lived-philosophical-practice.Oren Ergas - 2014 - Educational Philosophy and Theory 46 (1):1-13.
    Philosophy’s essence depicted by Socrates lies in its role as pedagogy for living, yet its traditional treatment of ‘body’ as a hindrance to ‘knowledge’ in fact severs it from life, transforming it into ‘an escape from life’.The philosophy/life dichotomy is thus an inherent flaw preventing philosophy as traditionally taught and engaged in, from fulfilling its original goal. Recent rejections of the Cartesian nature of Western curriculum, such as O’Loughlin’s ‘Embodiment and Education: Exploring creatural existence’, constitute an important theoretical paradigm shift, (...)
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  • Reply to Avi I. Mintz’s Review of Discontinuity in Learning: Dewey, Herbart, and Education as Transformation.Andrea R. English - 2014 - Studies in Philosophy and Education 33 (4):459-462.
    Current educational policy is leading teachers, schools, and society at large to fixate on the outcomes of learning. In Discontinuity in Learning, I shift the focus to the process of learning and ask, How is it that we come to new ideas, find cooperative ways of interacting with others, or take on a different perspective? Or, more simply, How do we learn? I believe that until we answer this question, we cannot begin to educate another person.My aim in the book (...)
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  • Sorge, Heideggerian Ethic of Care: Creating More Caring Organizations.Margie J. Elley-Brown & Judith K. Pringle - 2019 - Journal of Business Ethics 168 (1):23-35.
    Recently ethical implications of human resource management have intensified the focus on care perspectives in management and organization studies. Appeals have also been made for the concept of organizational care to be grounded in philosophies of care rather than business theories. Care perspectives see individuals, especially women, as primarily relational and view work as a means by which people can increase in self-esteem, self-develop and be fulfilled. The ethic of care has received attention in feminist ethics and is often socially (...)
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  • A Case for Shame in Character Education.Sabrina Little - 2023 - Studies in Philosophy and Education 1 (1).
    There are many reasons to worry about shame in moral development. Shame can be employed for bad ends, such as manipulation and making others feel powerless. Shame is often associated with denial and hiding behaviors, social phobia, and anxiety. It is also not a motivation suitable for performing virtuous actions. This article argues that, nevertheless, well-ordered shame plays an indispensable and constructive role, as part of a mixed-methods approach in the development of moral character. This article assesses various reasons why (...)
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  • Happiness.Dan Haybron - forthcoming - Stanford Encyclopedia of Philosophy.
    There are roughly two philosophical literatures on “happiness,” each corresponding to a different sense of the term. One uses ‘happiness’ as a value term, roughly synonymous with well-being or flourishing. The other body of work uses the word as a purely descriptive psychological term, akin to ‘depression’ or ‘tranquility’. An important project in the philosophy of happiness is simply getting clear on what various writers are talking about: what are the important meanings of the term and how do they connect? (...)
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  • for Educational Administrators.Paul A. Wagner - forthcoming - Journal of Thought.
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