19 04 2019
Mittal, R. (2019, March-April). Pedagogic Concerns Centred on the ‘Happiness
Curriculum’. The New Leam, 5(42): 15-17.
Curriculum’. The New Leam, 5(42): 15-17.
The paper focuses on the debates around the introduction of
Happiness Curriculum in schools. It begins with the argument that the
curriculum focuses on “education in happiness” or teaching about happiness
ignoring the broader idea of happiness in education, or bringing joy in
teaching and learning. Mittal questions whether such an approach of non
evaluative intervention sessions would lead to a change in the larger culture
of fear, pressure and competition cultivated within the school system.
Happiness Curriculum in schools. It begins with the argument that the
curriculum focuses on “education in happiness” or teaching about happiness
ignoring the broader idea of happiness in education, or bringing joy in
teaching and learning. Mittal questions whether such an approach of non
evaluative intervention sessions would lead to a change in the larger culture
of fear, pressure and competition cultivated within the school system.
Another debate raised concerns the notion of knowledge of
happiness vs. experiences of happiness. Using examples from the curriculum
modules, she raises questions on the contrasting images presented to students
by the curriculum and the larger school context. The implementation of the
curriculum is in isolation and no changes are brought in the teaching processes
in other subjects.
happiness vs. experiences of happiness. Using examples from the curriculum
modules, she raises questions on the contrasting images presented to students
by the curriculum and the larger school context. The implementation of the
curriculum is in isolation and no changes are brought in the teaching processes
in other subjects.
Referring to Noddings, Mittal highlights the need to look at the
social context of children when discussing the idea of happiness with them. The
need for focussing on teachers and their preparation is also stressed.
social context of children when discussing the idea of happiness with them. The
need for focussing on teachers and their preparation is also stressed.
Finally, the measure of success of the happiness curriculum in the
absence of non performance based measures is also questioned. Mittal questions that
in the absence of other changes in the school space, will happiness curriculum
become limited to developing coping skills in children and undertake ‘crisis
management’ in the face of stress.
absence of non performance based measures is also questioned. Mittal questions that
in the absence of other changes in the school space, will happiness curriculum
become limited to developing coping skills in children and undertake ‘crisis
management’ in the face of stress.
The paper is useful for a perspective on the introduction of the curriculum. It questions the implications of the policy and is not rooted in fieldwork and thus does not attempt generalisations.