행복교육 경영론의 이해와 향후 과제

다국어 초록 (Multilingual Abstract)

What is happiness education management? It is the convergence study that premises the combination of happiness, education and management. By the way, combining these three things, there may be a uniting method of focusing on happiness, an education-centered method, or a uniting method of focusing on management. The aim is to examine here focusing on happiness, of course. With having happy human educational activity as preferential value, the happiness is ability and habit, thereby being able to be acquired through education.
An era changed now. Thus, there is a need of allowing students to proceed with enjoy happy life with the user-oriented education. First of all, this study aims to examine happiness in the positive psychological aspect as a theoretical consideration on happiness, and to discuss in the historical aspect of happiness at the same time. Especially, it will examine by dividing the view of happiness by period. Also, happiness implies information in the brain of expressing a human being’s emotion. In other words, as the transmission is electric signal in a nerve cell, it is delivered to synapse and is changed into chemical signal in synapse. Neural transmitter is decided according to a kind of cell, which secretes it. The neural transmitters, which were grasped now, are known to be about 50 kinds. The aim here is to examine mainly about dopamine, serotonin, noradrenaline, acetylcholine, cephalin and endorphin, and to inquire into stress that is a cause for happiness and unhappiness. It came to make happiness and management related and to consider focusing on the current happiness education course. The happiness education activity is included actually in a concept of happiness textbook, thereby being able to be said to possibly estimate direction of happiness education. The purpose of this study can be said to describe desirable happiness education by having the cross point as education and management of focusing on happiness, and simultaneously to suggest future task by grasping problems in addition to describing the current happiness education curriculum in our country.
It was believed that the more rise in income leads to being happier as much as it in the past period of economy as top priority. And it was thought that just winning success will lead to happiness. However, it was clarified that correlation between wealth and happiness is proportionate up to some income level, but that there is no correlation in more than it.
As existed even in the Bible, a person cannot live on bread alone. As M. Selligman argued, there is a need of managing life with giving weight to determinants of happiness(positive emotion, immersion, positive human relations, positive significance, achievement).
It can be said that even happiness is ability and that being happy leads to being promoted study and learning.
There is a need of designing so that our life can be optimized through happiness education management. In the past, the learning in Gojingamrae(苦盡甘來:Sweet after bitter) type was asserted. On the other hand, the happiness education will need to be strengthened so that positive emotion can be maintained and habituated in the future as for own identity, as for achievement, and as for human relations.
For doing so, there will be a need of allowing professionalism of teachers and professions to be secured on happiness education and additionally of inducing school parents’ consciousness change and participation in happiness education.