The concept of happiness has been studied since Greek antiquity. Plato expresses in the "myth of the winged chariot" the impossibility of achieving happiness when man does not master his passions. For Aristotle, happiness was eudaimonia (ἐὐδαιμοηια), which was achieved through the practice of virtue -- understood as the habit of doing good. In our days, authors such as Ellouz and Cabanas (2019) have addressed the issue of happycracy and Seligman (2002 and 2009) that of happiness, through Positive Psychology. This article reflects on the concept of happiness in history and its relationship with the three referents of classical philosophy: truth, good and beauty. Education enables the integral development of the person, understood as the achievement of the potential that exists within each person that leads to appropriate behavior, thus achieving that personal well-being that we call happiness. It discusses whether digital technologies can lead us or lead us away from happiness. The article tries to give an answer to questions such as: can we be educated to develop a happy biography? How much influence does education have in achieving happiness? Can effort and work well done be a source of happiness? The cultivation of positive emotions and life goals reinforces self-esteem and empathy, which help to cope with the unavoidable stresses of life. It also critically addresses the concept of happycracy and its meaning in relation to positive psychology, as well as to the ideology and interests of all kinds that underlie many of today's marketing proposals for a happy life. In conclusion, we can affirm that achieving happiness and developing a happy personality is a noble human aspiration. Is being happy a right or a duty imposed on us by society? We are sure that it is a right and we know the target, but we do not know the path. Moreover, today's society offers us so many ways to reach the goal that we do not know which one to choose, and as a result we often fail in being happy.
| Published in | Education Journal (Volume 10, Issue 5) |
| DOI | 10.11648/j.edu.20211005.13 |
| Page(s) | 182-192 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Coaching, Education, Happiness, Happycracy, Mindfulness, Positive Psychology
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APA Style
Marino Latorre. (2021). Happiness Versus Happycracy, as an Imperative of Life. Education Journal, 10(5), 182-192. https://doi.org/10.11648/j.edu.20211005.13
ACS Style
Marino Latorre. Happiness Versus Happycracy, as an Imperative of Life. Educ. J. 2021, 10(5), 182-192. doi: 10.11648/j.edu.20211005.13
AMA Style
Marino Latorre. Happiness Versus Happycracy, as an Imperative of Life. Educ J. 2021;10(5):182-192. doi: 10.11648/j.edu.20211005.13
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Download@article{10.11648/j.edu.20211005.13,
author = {Marino Latorre},
title = {Happiness Versus Happycracy, as an Imperative of Life},
journal = {Education Journal},
volume = {10},
number = {5},
pages = {182-192},
doi = {10.11648/j.edu.20211005.13},
url = {https://doi.org/10.11648/j.edu.20211005.13},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20211005.13},
abstract = {The concept of happiness has been studied since Greek antiquity. Plato expresses in the "myth of the winged chariot" the impossibility of achieving happiness when man does not master his passions. For Aristotle, happiness was eudaimonia (ἐὐδαιμοηια), which was achieved through the practice of virtue -- understood as the habit of doing good. In our days, authors such as Ellouz and Cabanas (2019) have addressed the issue of happycracy and Seligman (2002 and 2009) that of happiness, through Positive Psychology. This article reflects on the concept of happiness in history and its relationship with the three referents of classical philosophy: truth, good and beauty. Education enables the integral development of the person, understood as the achievement of the potential that exists within each person that leads to appropriate behavior, thus achieving that personal well-being that we call happiness. It discusses whether digital technologies can lead us or lead us away from happiness. The article tries to give an answer to questions such as: can we be educated to develop a happy biography? How much influence does education have in achieving happiness? Can effort and work well done be a source of happiness? The cultivation of positive emotions and life goals reinforces self-esteem and empathy, which help to cope with the unavoidable stresses of life. It also critically addresses the concept of happycracy and its meaning in relation to positive psychology, as well as to the ideology and interests of all kinds that underlie many of today's marketing proposals for a happy life. In conclusion, we can affirm that achieving happiness and developing a happy personality is a noble human aspiration. Is being happy a right or a duty imposed on us by society? We are sure that it is a right and we know the target, but we do not know the path. Moreover, today's society offers us so many ways to reach the goal that we do not know which one to choose, and as a result we often fail in being happy.},
year = {2021}
}
TY - JOUR T1 - Happiness Versus Happycracy, as an Imperative of Life AU - Marino Latorre Y1 - 2021/10/12 PY - 2021 N1 - https://doi.org/10.11648/j.edu.20211005.13 DO - 10.11648/j.edu.20211005.13 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 182 EP - 192 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20211005.13 AB - The concept of happiness has been studied since Greek antiquity. Plato expresses in the "myth of the winged chariot" the impossibility of achieving happiness when man does not master his passions. For Aristotle, happiness was eudaimonia (ἐὐδαιμοηια), which was achieved through the practice of virtue -- understood as the habit of doing good. In our days, authors such as Ellouz and Cabanas (2019) have addressed the issue of happycracy and Seligman (2002 and 2009) that of happiness, through Positive Psychology. This article reflects on the concept of happiness in history and its relationship with the three referents of classical philosophy: truth, good and beauty. Education enables the integral development of the person, understood as the achievement of the potential that exists within each person that leads to appropriate behavior, thus achieving that personal well-being that we call happiness. It discusses whether digital technologies can lead us or lead us away from happiness. The article tries to give an answer to questions such as: can we be educated to develop a happy biography? How much influence does education have in achieving happiness? Can effort and work well done be a source of happiness? The cultivation of positive emotions and life goals reinforces self-esteem and empathy, which help to cope with the unavoidable stresses of life. It also critically addresses the concept of happycracy and its meaning in relation to positive psychology, as well as to the ideology and interests of all kinds that underlie many of today's marketing proposals for a happy life. In conclusion, we can affirm that achieving happiness and developing a happy personality is a noble human aspiration. Is being happy a right or a duty imposed on us by society? We are sure that it is a right and we know the target, but we do not know the path. Moreover, today's society offers us so many ways to reach the goal that we do not know which one to choose, and as a result we often fail in being happy. VL - 10 IS - 5 ER -
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