Focus On Education Involving Happiness

The topic of happiness is always the focal point of eastern and westem ethics, many scholars made most researches on happiness in the history, including the contents, characters, classifications, meanings and the relativity towards life. The perceptualism happiness, rationalism happiness and moralism happiness has functioned under different ages, regions and cultural backgrounds.Education is related closely with happiness. It always takes happiness as a purpose, the educationist says, the goal of education lies in making every student acquire their happiness, no one can scarify it for any irrelevant benefits, we had better attempt to make the kids become a happy person. In the meantime, because happiness is included in the instinct category, it needs to be enhanced. Education should lay solid foundation for the students' happiness, not only for the present life of them, but also storing happiness ability for their future perfect life.However, under the influence of substantial thinking, in the practical education, the educators, governors, teachers, parents, or even the students themselves treat the educational "utilitarian value" as substance intentionally or non-intentionally, which makes basic educational activities revolve around it, put the students' adaptability in the outstanding position, and in the end they lose their happiness. All the things deviate far away from the original intention of education. Therefore, we need to change the thinking mode, to expel this mode, which is unilateral, isolated, immobile and has no related with the external world, to replace it with relational thinking mode, and attempt to make researches in awakening the relational thinking mode, investing the relational factors. We'd better combine the educational purpose, the contents, methods and the means of evaluations together, place society, family and school together, because those all effect students' feelings and creating abilities towards happiness in different areas and different ranks.This paper is mainly divided into four parts as following:The first part primarily introduces the content and character of happiness in detail. Firstly, to combed different standpoints of happiness in the history, analyze the advantages and disadvantages respectively and mutual blending of the perceptualism happiness, rationalism happiness and moralism happiness, conclude that, happiness is the subjective experience when the ideal or the graveness is satisfied and the objective contents get together with subjective needs. According to these two conditions, happiness is classified into reality and vain. Fin ally, to give the features of happiness: subjective, comprehensive with purposive.The second part elaborates the mutual needs of education and happiness. On one hand, considering that education demands happiness, education aims at it, and lifelong education also pays attention to it; on the other hand, from the analysis of various kinds of states about abnormal happiness, we get the conclusion, happiness demands education too; in the meantime, owing to instinct category, happiness may be guided by education.The third part discusses the substantial thinking and its relations with students' happiness. After the analysis of its characters, everyone gets clearly to realize the negative influences by substantial thinking, which includes dissimilation of educational purpose, substantizing of the contents and the score is becoming to the symbol in evaluating. All these come to the conclusion: the existence of utilitarian value dues to that mode of substantial thinking and indirectly makes the students lose their happiness in the end. Thus, it requires us to change our thinking mode.The fourth part re-realizes students' happiness in the condition of relational thinking. First to illustrate the characters of the relational thinking detailedly, then, it requires us to take any steps re-constructing students' happiness from this perspective. Firstly to wake relational thinking up actively while developing the teachers' sensibilities about relation for the sake of the happiness of the students; secondly, to consider the relational factors with investing any possibility, potential and complication of these factors; finally, to re-locate the happiness of school education, including the purpose which should be returned to students' happiness, the teachers in company with the students co-creating and co-sharing happiness while cultivating the students' ability of it. These abilities involve the sensibility about happiness, the understanding ability that different levels of happiness, and the ability of creating happiness.