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What is happiness and why does it matter? What is the relationship between happiness and education? Should happiness be seen as a key educational aim, as some philosophers, teachers, and policymakers suggest? These questions are at the fore not only of much of philosophy and educational policy and practice but also of psychology, economics, sociology, neuroscience, and other domains. To resolve them may seem like an impossible task. “There is hardly a muddier concept [happiness] in the over 2000-year history of philosophy,” says Kristjansson (2010, p. 300); Bruckner describes happiness as “an enigma, a permanent source of debates, a fluid that can take every form but which no form exhausts” (2010, p. 3). Watery metaphors abound, but progress can be made by reflecting on what ...

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