contribute to a more sustainable future.
There is a definite and heartening movement afoot in many education circles. The widespread recognition that formal education is destined for sweeping changes begins with redefining its very purpose. This, in turn, is leading to innovative practices that are demonstrating new possibilities for education to become a more prominent change leader towards a sustainable future. However, there is a risk in squandering the very real potential for substantial education change if schools latch onto just one or two progressive recommendations. An education vision of wellbeing for all, sustainably has the breadth and depth to incorporate diverse proposals for transforming education. Sustainable happiness and Living Campus align with this vision and have the capacity to accelerate the transition of schools and society towards wellbeing for all.
Creativity, innovation, and entrepreneurship have steadily gained ground in education transformation discussions. Proponents of 21st century learning (C21, 2012; P21, 2011) have recognized the value of developing competencies relevant to these three inter-related areas. The rationale offered for doing so range from enhancing individual wellbeing to securing national prosperity (Kelly, 2012; Kelley & Kelley, 2013; Robinson, 2009, 2011; Wagner, 2012; Zhao, 2012). Additionally, on a global level, the staggering level of youth unemployment poses a pressing challenge for educators to re-evaluate the purpose of education, and ultimately how we should endeavor to meet our global learning needs (Zhao, 2012). Enterprise education is viewed by many as a vital contribution to this repurposing of education (European Union, 2013; Rae, 2010; Zhao, 2012). This paper proposes a vision of education that integrates the most promising recommendations for transforming education, firmly anchored in a vision of wellbeing for all, sustainably (Hopkins, 2013).
As educators consider the future of education and the various visions that are promoted—such as 21st-century learning, Health Promoting Schools programs, social and emotional learning, and entrepreneurship education, the concept of sustainable happiness can contribute to the development of a unified vision that fosters well-being for all, forever (Hopkins, 2013). The sustainable happiness pre-service teacher education course described in this paper gives a glimpse of the benefits of doing so.
The growing recognition that happiness and well-being are intertwined with sustainability is leading to new opportunities for enhancing happiness and well-being, sustainably. The education sector has a critical role in advancing this work but has been slow to incorporate sustainability education and applications of positive psychology. The concept of sustainable happiness offers an innovative perspective to re-invigorate sustainability education and shape priorities for 21st century learning – contributing to resilient, sustainable happiness and well-being for all.
This is an ebook for teachers and students. The first chapter provides activities for teachers to explore sustainable happiness personally. The remaining chapters offer 60 lessons for primary, junior and intermediate grades. Available through Smashwords.
This article looks at the benefits of applying sustainable happiness and positive psychology to education, with particular attention to teacher education.
This article in Breathe magazine portrays the connection between sustainable happiness and people who love the outdoors, being active and exploring their competitive potential. Deirdre Laframboise and Ingrid Liepa interviewed 4X Olympic medalist, Kristina Groves who shares her thoughts on sustainable happiness.
Cape Breton University is the first post-secondary institution to offer a course in sustainable happiness. This article provides an overview of the concept and the course. For further information and a copy of the course syllabus see the University section of this web site.
Teachers can apply sustainable happiness to their personal and professional life. This short article in Canadian Teacher magazine provides some lessons and examples of student work.
This paper discusses the relevance of happiness studies to sustainability education. It describes a university course on sustainable happiness.