How to teach the skills of happiness to graduate students? What kind of findings of neurosciences and principles of psychology could be useful to design a comprehensive curriculum to teach well-being? What kind of tests, activities and workshops could be use to approach the learning in a more experiential way?
The feeling of well-being and happiness depends on the inner state of the person and the conditions that surround the person. The main is the internal state of a person, which is determined by both genetic and phenotypic features. I continue the logic of reasoning. The main for the emergence of a sense of happiness are phenotypic features. These features are acquired in the process of education in the family, in the gymnasium, in religion, in the university, in the process of self-education of a person. Let us recall once again the ingenious Hawking, who was happy and liked to joke. But how many reasons could other people come up on Hawking's place in order to prove the reasons for their unhappy life. So, a person who thinks about the future of others will always be happy.
I think there is a link between intrinsic motivation and happiness. Teaching students how to love learning. The claassroom could be interactive where students could be encouraged to share their ideas. Also, students are happy if they feel that their contribution to any activity is appreciated.
I agree with Dr. Dadach that students get happy if their own opinion and contributions appreciated. Also, they enjoy collaboration, constructivism, in short, democratized approaches to teaching and learning. I had an experience of changing this sort approaches with the same group of Ukrainian students. One semester, I was teaching Corporate Planning with this group a traditional, inclass, "knowledge delivering" way. They seemed to to be very averagely motivated and emotional about that. Next semester, as a visiting scholar at UOIT, Canada, I piloted an online, collaborative, constructivist course Cultural Dimensions and Business Strategies. This time, my students appeared much happier, creative and motivated. In their feedback notes, they expressed appreciation with non-hierarchical relationships, freedom to have different points, shared leadership, ill-structured assignments, which left them a space for free thinking and creativity.
There is some interesting research which tells us that the conscious pursuit of happiness may in fact be make a person less likely to be happy: https://www.ncbi.nlm.nih.gov/m/pubmed/21517168/
Instead the development of other aspects social and emotional such as self regulation and pro social behaviour is assosciated with an increase in psychological well being. https://s3.amazonaws.com/academia.edu.documents/46495373/Social_and_emotional_learning_A_framewor20160614-3161-1puq6vy.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1522178881&Signature=doqQaGNdWcycIv5c5ddtnZ8sfFU%3D&response-content-disposition=inline%3B%20filename%3DSocial_and_emotional_learning_A_framewor.pdf
Thank for the interesting answers and readings. It seems logic that comparing your current emotional situation with an ideal state of happiness may reveal gaps. However, increasing your awareness about gaps and factors conditioning your Inner state may help individuals to take greater responsibility and to manage their happiness and personal growth.
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