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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

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

Suzanne F. Evans, Margaret Howarth
Copyright: © 2019 |Pages: 22
ISBN13: 9781522575825|ISBN10: 1522575820|EISBN13: 9781522575832
DOI: 10.4018/978-1-5225-7582-5.ch006
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MLA

Evans, Suzanne F., and Margaret Howarth. "I Am Happy, So I Learn It: The Ethical Dilemma of Choosing to Promote Happiness in an Education World of Standards." Ethical Problem-Solving and Decision-Making for Positive and Conclusive Outcomes, edited by Penelope D. Keough, IGI Global, 2019, pp. 101-122. https://doi.org/10.4018/978-1-5225-7582-5.ch006

APA

Evans, S. F. & Howarth, M. (2019). I Am Happy, So I Learn It: The Ethical Dilemma of Choosing to Promote Happiness in an Education World of Standards. In P. Keough (Ed.), Ethical Problem-Solving and Decision-Making for Positive and Conclusive Outcomes (pp. 101-122). IGI Global. https://doi.org/10.4018/978-1-5225-7582-5.ch006

Chicago

Evans, Suzanne F., and Margaret Howarth. "I Am Happy, So I Learn It: The Ethical Dilemma of Choosing to Promote Happiness in an Education World of Standards." In Ethical Problem-Solving and Decision-Making for Positive and Conclusive Outcomes, edited by Penelope D. Keough, 101-122. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7582-5.ch006

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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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