"Recently, I have suggested another aim: happiness (Noddings, 2003). Great thinkers have associated happiness with such qualities as a rich intellectual life, rewarding human relationships, love of home and place, sound character, good parenting, spirituality, and a job that one loves. We incorporate this aim into education not only by helping our students understand the components of happiness but also by making classrooms genuinely happy places.Via Stephen
Few of these aims can be pursued directly, the way we attack behavioral objectives. Indeed, I dread the day when I will enter a classroom and find Happiness posted as an instructional objective. Although I may be able to state exactly what students should be able to do when it comes to adding fractions, I cannot make such specific statements about happiness, worthy home membership, use of leisure, or ethical character. These great aims are meant to guide our instructional decisions. They are meant to broaden our thinking—to remind us to ask why we have chosen certain curriculums, pedagogical methods, classroom arrangements, and learning objectives. They remind us, too, that students are whole persons—not mere collections of attributes, some to be addressed in one place and others to be addressed elsewhere."
Tuesday, September 13, 2005
What Does It Mean to Educate the Whole Child?: