education happiness imagination

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One of the goals of the Paideia Program is to live a full life; what does this mean?

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Page 1: Education happiness imagination

One of the goals of the Paideia Program is to live a

full life; what does this mean?

Page 2: Education happiness imagination

• Education and its relationship to imagination and happiness

Page 3: Education happiness imagination

What does science have to tell us.

• The human being is the only animal who____________

Page 4: Education happiness imagination

• The human being is the only animal who thinks about the future.

Page 5: Education happiness imagination

We use our imagination to think about the future

• Which means that we may have a mind, body and spirit but we also have a past me, a present me and a future me.

Page 6: Education happiness imagination

• The now me is constantly having conversations with the past me and the future me and most of these conversations are wrought with guilt.

Page 7: Education happiness imagination

• Most of the time when we talk to our past selves we tell her that “Our best just wasn’t good enough for them”

Page 8: Education happiness imagination

• We don’t treat our future selves nicely (or correctly). (We have attics and lives that are full of stuff we consider indispensable)

Page 9: Education happiness imagination

• To imagine is to experience the world as it isn’t and has never been, but as it might be. (Some say, as it should be)

• We can imagine the past, present and future.

Page 10: Education happiness imagination

• Should education care about imagination?

Page 11: Education happiness imagination

•Imagination is more important than knowledge.

Einstein

Page 12: Education happiness imagination

• How should imagine be used (or is currently used) in education?

Page 13: Education happiness imagination

• Later---what a wonderful concept

• It is so wonderful that we self impose delay

• Why do we create future bad events?

Page 14: Education happiness imagination

• Impact is rewarding• Mattering makes us happy• We want the best destination• We want to control our boat--we all

steer ourselves toward the futures that we think will make us happy

• Imagination is looked at as unstable• Beast of the modern imagination

Page 15: Education happiness imagination

Tools for imagination

• Mind Mapping

• Venn Diagram

• Stories

Page 16: Education happiness imagination

• Imagination application

• Increasing----

• Leading

• Producing

• Conducting

• implanting

Page 17: Education happiness imagination

Happiness

• What is happiness?

Page 18: Education happiness imagination

• Happiness is subjective

• Nothing can substitute for an experience of happiness

• Can’t transfer happiness

• Happiness is happiness

Page 19: Education happiness imagination

Actual

Expected > 1

Page 20: Education happiness imagination

• Should education care about happiness?

Page 21: Education happiness imagination

• Is happiness a by product or a cause?

• Science cannot bring happiness.

Page 22: Education happiness imagination

• Happiness as a comparative experience

• Reba & Lois

• Shackleton

Page 23: Education happiness imagination

• We passed through the narrow mouth of the cove with the ugly rocks and waving kelp close on either side, turned to the east, and sailed merrily up the bay as the sun broke through the mists and made the tossing waters sparkle around us. We were a curious-looking party on that bright morning, but we were felling happy. We even broke into song, and, but for our Robinson Crusoe appearance, a casual observer might have taken us for a picnic party sailing in a Norwegian fjord or one of the beautiful sounds of the west coast of New Zealand.

Page 24: Education happiness imagination

• Science can’t measure happiness-it has to accept fuzziness

• If you want to try and measure happiness you will have to use big numbers

Page 25: Education happiness imagination

• All we’ve got is our subjective view of happiness

• How can we inspire, bring, create, encourage….happiness in the classroom?

• How do we influence perceptions?