I Am Happy, So I Learn It: The Ethical Dilemma of Choosing to Promote Happiness in an Education World of Standards

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Author(s): Suzanne F. Evans (National University, USA)and Margaret Howarth (National University, USA)
Copyright: 2019
Pages: 22
Source title: Ethical Problem-Solving and Decision-Making for Positive and Conclusive Outcomes
Source Author(s)/Editor(s): Penelope D. Keough (National University, USA)
DOI: 10.4018/978-1-5225-7582-5.ch006

Keywords: Ethics and Social Responsibility / Information Science Reference / Psychology / Social Sciences & Humanities

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Abstract

There is a growing body of research that indicates that children experiencing happy emotions are advanced problem solvers, stronger collaborators, and perform better on cognitive tests. The science of happiness provides solid quantitative data indicating that happiness is positively correlated with motivation, learning, and academic achievement. However, schools are enmeshed into the culture of high-stakes testing and standards. Teachers are forced into an ethical dilemma as they attempt to follow the professional code of conduct focused on teaching and nurturing the whole child and the promotion of happiness within this culture of high-stakes accountability. This chapter will explore this ethical dilemma for teachers, the demands of standards and high-stakes testing, the intersections of happiness, wellbeing, and positive psychology in learning and the scientific data supporting those claims. Strategies for cultivating happiness, student wellbeing, learning, and academic success will be shared.

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I Am Happy, So I Learn It: The Ethical Dilemma of Choosing to Promote Happiness in an Education World of Standards

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