| Acknowledgements |
|
x | |
| Foreword |
|
xi | |
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| Introduction |
|
xii | |
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Part 1 The foundations of happiness and well-being in education |
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|
1 | (38) |
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1 The place of well-being and happiness in education |
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3 | (18) |
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The instrumental view of education |
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4 | (3) |
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7 | (1) |
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Eudaimonism: another way of coming down the stairs |
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8 | (2) |
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The acquisition of virtue |
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10 | (1) |
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Eudaimonism as a unifying language for schools |
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11 | (2) |
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13 | (1) |
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Other approaches to well-being, happiness and eudaimonia |
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14 | (2) |
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16 | (5) |
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21 | (18) |
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Education as happiness: how the curriculum contributes to eudaimonia |
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22 | (1) |
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My World: Matthew Moss High School, Rochdale, UK |
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23 | (1) |
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The International Baccalaureate Middle Years Programme |
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23 | (2) |
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The relational in education |
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25 | (1) |
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The emotional skills of teaching |
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26 | (3) |
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29 | (2) |
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31 | (3) |
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34 | (2) |
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Applying restorative justice and coaching with colleagues |
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36 | (3) |
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Part 2 Creating a curriculum for happiness and well-being |
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39 | (140) |
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41 | (12) |
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Making well-being different: avoiding health terrorism |
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41 | (3) |
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Well-being and the curriculum |
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44 | (1) |
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Well-being lessons: awareness; intervention; reflection |
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45 | (3) |
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48 | (5) |
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53 | (20) |
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55 | (1) |
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55 | (2) |
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57 | (4) |
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61 | (2) |
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63 | (1) |
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64 | (1) |
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64 | (1) |
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65 | (3) |
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68 | (2) |
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Incontinence and executive function |
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70 | (3) |
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73 | (24) |
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74 | (2) |
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76 | (1) |
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77 | (2) |
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Putting it in perspective: one of the PRP skills |
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79 | (1) |
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80 | (2) |
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82 | (2) |
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84 | (1) |
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Getting started with teaching philosophy |
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85 | (4) |
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89 | (1) |
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Phronesis and the moral mind |
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90 | (2) |
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92 | (5) |
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97 | (22) |
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99 | (4) |
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Listening and being present |
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103 | (1) |
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Naive realism and judgement |
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104 | (2) |
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106 | (2) |
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108 | (1) |
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108 | (2) |
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110 | (1) |
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111 | (3) |
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114 | (5) |
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119 | (18) |
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119 | (1) |
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120 | (2) |
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122 | (1) |
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123 | (2) |
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125 | (1) |
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126 | (4) |
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Impediment to our passions number 1 Extrinsic motivation |
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130 | (2) |
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Impediment to our passions number 2 The Fixed Mindset |
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132 | (5) |
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8 Care of our place in the world |
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137 | (16) |
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139 | (1) |
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139 | (1) |
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Habituation and the hedonic treadmill |
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140 | (1) |
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141 | (1) |
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142 | (1) |
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143 | (4) |
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147 | (2) |
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Technology and remembering our humanity |
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149 | (4) |
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9 Mindfulness, spirituality and meaning |
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153 | (16) |
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153 | (2) |
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The evidence base for mindfulness |
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155 | (3) |
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158 | (3) |
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161 | (1) |
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162 | (2) |
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Spirituality and the child |
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164 | (2) |
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166 | (3) |
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10 The well-being of teachers |
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169 | (10) |
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Individual and institutional vices and virtues |
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170 | (1) |
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171 | (1) |
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Autonomy, flow and meaning |
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172 | (1) |
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Perspective on pay and conditions |
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173 | (2) |
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Learning from each other: coaching and appreciative inquiry |
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|
175 | (4) |
| Notes |
|
179 | (17) |
| Bibliography |
|
196 | (5) |
| Index |
|
201 | |
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