Happiness
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Happiness

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    Happiness Happiness Presentation Transcript

    • The Psychology and Sociology of Happiness
    • What you might want to know about me.
      • Teacher Elementary school students
    • What you might want to know about me.
      • Teacher Elementary school students
      • Doctorate in Human Development (Psychology) from Harvard University.
    • I enjoy photography
    • What you might want to know about me.
      • Teacher Elementary school students
      • Doctorate in Human Development (Psychology) from Harvard University.
      • Biography of Mohandas Gandhi
    • What you might want to know about me.
    • Why I am worried about teaching a UD course about happiness.
      • I am not an engineer.
      • This is the first time that I have taught this course.
      • Most of what we will study is based on research of others.
      • I teach future teachers and future school administrators.
      • About 85-90% of my students are women.
      • My classes are usually not so concentrated. Usually don't use Powerpoint this much.
    • Why I am worried about teaching about happiness at UD.
      • Worries.
      • I grew up in Utah.
      • We are lazy talkers in Utah—especially with vowels. Examples: Dawn & Don Picture & Pitcher
    • Why I am worried about teaching a UD course about happiness.
      • We don't open our mouths very much when we talk.
      • We can talk too fast.
    • PLEASE ANY TIME MY BAD UTAH HABITS MAKE IT IMPOSSIBLE FOR YOU TO UNDERSTAND, LET ME KNOW! I WILL BE GRATEFUL!
    • PLEASE STOP ME (OR THE VIDEOS WE WILL SEE) AT ANY TIME TO ASK QUESTIONS YOU HAVE. I WILL BE GRATEFUL!
    • Why I am worried about teaching a UD course about happiness.
      • Sometimes my students at the University of Washington Tacoma tell me that I use words that are too big or rarely used.
    • PLEASE ANY TIME MY BAD PROFESSORIAL HABITS MAKE IT IMPOSSIBLE FOR YOU TO UNDERSTAND, LET ME KNOW! I WILL BE GRATEFUL!
    • Why I am worried about teaching a UD course about happiness.
    • Why I am worried about teaching a UD course about happiness.
    • PLEASE HELP ME LEARN MORE ABOUT VIETNAM I WILL BE GRATEFUL!
    • Why I am worried about teaching a UD course about happiness.
      • My (former) Vietnamese girlfriend taught me about chopsticks
      • and happiness (how relationships are important in happiness)
      • and Vietnamese food,
      • BUT I never learned much Vietnamese language
      • AND when I did, I forgot it a few hours later.
    • Why I am worried about teaching a UD course about happiness.
      • So, I'm a failure and embarrassed to be one of the vast majority of citizens of the United States who can speak only one language.
      • I hope that I can overcome my failure by succeeding in other ways in this course and beyond.
    • What methods will we use?
    • Paulo Freire (Brazil: 1921-1997)‏
    • The Banking Method of Education
      • the teacher teaches and the students are taught;
      • the teacher knows everything and the students know nothing;
      • the teacher thinks and the students are thought about;
      • the teacher talks and the students listen – meekly;
      • the teacher disciplines and the students are disciplined;
      • the teacher chooses and enforces his choice, and the students comply;
      • the teacher acts and the students have the illusion of acting through the action of the teacher;
      • the teacher chooses the program content, and the students (who were not consulted) adapt to it;
    • The Banking Method of Education
      • the teacher confuses the authority of knowledge with his or her own professional authority, which she and he sets in opposition to the freedom of the students;
      • the teacher is the Subject of the learning process, while the pupils are mere objects. PEDAGOGY OF THE OPPRESSED by Paulo Freire. New York: Continuum Books, 1993.
    • Problem Posing Education
      • Those truly committed to liberation must reject the banking concept in its entirety,
      • They must abandon the educational goal of deposit-making and replace it with the posing of the problems of human beings in their relations with the world.
      • "Problem-posing" education, responding to the essence of consciousness --intentionality -- rejects communiques [dictation] and embodies communication [dialogue].
      • Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers.
    • Problem Posing Education
      • The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach.
      • They become jointly responsible for a process in which all grow.
      • In this process, arguments based on "authority" are no longer valid; in order to function authority must be on the side of freedom, not against it.
      • Here, no one teaches another, nor is anyone self-taught.
      • People teach each other, mediated by the world
    • Problem Posing Education
      • In problem-posing education, people develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation.
      • Banking education resists dialogue; problem-posing education regards dialogue as indispensable to the act of cognition which unveils reality.
      • Banking education treats students as objects of assistance; problem-posing education makes them critical thinkers.
    • Problem Posing Education
      • Banking education inhibits creativity.
      • Problem-posing education bases itself on creativity and stimulates true reflection and action upon reality.
      • Problem-posing education affirms men and women as beings the process of becoming -- as unfinished, uncompleted beings in and with a likewise unfinished reality.
      • PEDAGOGY OF THE OPPRESSED by Paulo Freire. New York: Continuum Books, 1993.
    • Education for Creativity and Critical Thinking in Vietnam
      • Education minister urges teachers to innovate, brave hardships
      • Education minister Nguyen Thien Nhan wrote a letter to teachers nationwide on the Vietnam Teachers' Day, November 20, asking them to join forces in improving the country's educational system despite limited resources.
      • “ We should make sure that each hour our students spend in school is an hour of discovering and grasping easily and profoundly the natural world, cultural life and the history of our nation and of humanity,” Nhan wrote in the letter. And for that to happen, he urged teachers to move away from traditional teaching methods that encourage rote learning.
    • Education for Creativity and Critical Thinking in Vietnam
      • “ At the college level, instructors should gradually shift away from testing students on what they have read in textbooks to asking them to apply the knowledge and skills they have learned to solve hypothetical or real-life problems.”
      • Nhan said he was aware that such a new way of teaching, which fosters students' creativity and critical thinking, would require greater efforts from teachers, but added that only by doing so would Vietnamese students develop intellectually. “And that is teachers' greatest happiness,” he wrote.
      • Thanh Nien News 22 November, 2007
    • Why I want to study happiness with you
      • I think all humans are interested in happiness.
      • The phrase the “pursuit of life, liberty, and happiness” appears in both the US and the Vietnamese Declarations of Independence.
    • Why I want to study happiness with you
      • Some research indicates that Vietnamese people are MUCH happier than people in the USA.
      • I am curious about what you believe and conclude about the research. Should we believe it?
    • What will we study in this course? Small Group Discussion
      • What do you know is true of happiness? or
      • What do you believe is true about happiness?
      • What do you want to know about happiness? and/or
      • What do you want to know about the USA, English, or me?
    • How we will organize group discussions.
        • “ Conversation Cafe”
        • “ Dialogue first” Dialogue means to create “shared meaning.”
    • How we will organize group discussions.
        • “ Conversation Cafe”
        • “ Dialogue first” Dialogue means to create “shared meaning.”
        • Groups start by allowing each member to share, without interruption, what he or she want to say about the question or issue.
    • How we will organize group discussions.
        • “ Conversation Cafe”
        • “ Dialogue first” Dialogue means to create “shared meaning.”
        • Groups start by allowing each member to share, without interruption, what he or she wants to say about the question or issue.
        • After every member has finished, the group repeats the process. This time the group member may add thoughts or make comments about what others have said. Like the first time, no interruptions.
    • How we will organize group discussions.
        • After everyone has talked twice, without interruption, the group begins a normal discussion about the question/issue.
        • Determines the degree of consensus (how many agree) on the answer or answers.
        • Prepares to share the answers and important thoughts to the whole class.
    • What will we study in this course?
      • If you have additional questions that you want to ask, but not in front of others, you can send me an e-mail message: rwhoward@ u.washington.edu
      • or if you want to ask a question anonymously, you can write it on a piece of paper and leave it for me.
    • A note about social science research
    • A note about social science research
    • A note about social science research
    • What is happiness?
    • What is happiness?
    • What is happiness?
    • The Tasks
      • #1 – Individual Reflection. List what makes you happy.
      • #2 – Small group discussion. Share your list. Look for similarities and differences. Can your group think of a potential definition of Happiness?
    • Sharing group discussions, hypotheses, conclusions
    • The Thought Experiment Robert Nozick (Harvard University)‏
    • The Thought Experiment Robert Nozick The Experience Machine
      • Nozick asks us to imagine an experience machine that could give us whatever desirable or pleasurable experiences that we could possibly want.
      • Super-duper neuropsychologists" have figured out a way to stimulate a person's brain in order to induce pleasurable experiences.
    • The Thought Experiment Robert Nozick The Experience Machine
      • We would not be able to tell that these experiences were not happening outside of our brains.
      • The neuro-psychologists and even provide us with a menu of experiences. For example, to win a gold medal in the Olympics or be selected as president of the United Nations.
    • The Thought Experiment Robert Nozick The Experience Machine
      • You could add your own events or traits or talents or resources or accomplishments.
      • What if you were to choose to both enter the experience machine and to have your organs harvested for transplant to others? You would not know and others would benefit.
    • The Thought Experiment Robert Nozick The Experience Machine
      • You could add your own events or traits or talents or resources or accomplishments.
      • The “script” would play its way out and you would not know the events ahead of time—unless you chose to know them ahead of time.
    • The Tasks
      • #1 – Individual Reflection. Would you choose to enter the experience machine and spend the rest of your life there?
      • Why or why not?
      • #2 – Small group discussion. Share your answers. Look for similarities and differences. How similar or different are your answers and reasons?
    • Authentic & Synthesized happiness
    • The Paradoxes of Happiness Choice
    • The Paradoxes of Happiness Progress
    • The Paradoxes of Happiness American Paradox
    • Does Happiness Come From External Sources or from inside a person?
    • What is the relationship of Happiness with spirituality?