Week 2-NOC-Jul24-Sustainable Happiness PDF

Sustainable Happiness TE L P by N Prof. Atasi Mohanty Rekhi Centre of Exce...

Sustainable Happiness TE L P by N Prof. Atasi Mohanty Rekhi Centre of Excellence for the Science of Happiness Module 02: Pedagogy of Sustainable Happiness Lecture 06: Introduction ⮚Education for Sustainable Happiness ⮚By 1992, world leaders gathered in Rio de Janeiro at the Earth Summit, the first United Nations conference that combined issues L of environment and development. E ⮚The 40-chapter Earth Summit document that emerged, Agenda T 21 (UN, 1993), presented challenges and plans for action around P biodiversity, trade, debt, deforestation, poverty, education, N agriculture, desertification, human settlements, consumption, and much more. ⮚ Chapter 36 of Agenda 21 is devoted to the role of education for sustainable development. ⮚Progress in Education for Sustainable Development (ESD) has not kept pace with the need to mobilize the global community towards actions that will substantially shift our unsustainable trajectory. ⮚In a survey of current practice, a UN report questioned whether education is the problem or the solution. ⮚“At current levels of unsustainable practice and over L consumption it could be concluded that education is part of the problem. E ⮚If education is the solution then it requires a deeper critique and T a broader vision for the future” (UNESCO, 2005a, p. 59). P ⮚Education aimed at happiness cannot be achieved by simply N teaching about happiness. ⮚We come to flourish in important ways through experiencing flourishing. ⮚ This means cultivating spaces for learning where people can be happy. ⮚ It also requires the involvement of educators who are happy in what they are doing and are seeking to live life as well as they can (P.J. Palmer, 1998). ▪ The best homes and schools are happy places. ▪ The adults in these happy places recognize that one aim of education (and of life itself) is happiness. L ▪ They also recognize that happiness serves as both E means and end. T ▪ Happy children, growing in their understanding of what P happiness is, will seize their educational opportunities with delight, and they will contribute to the happiness N of others. ▪ Clearly, if children are to be happy in schools, their teachers should also be happy. ▪ Too often we forget this obvious connection. ▪ Finally, basically happy people who retain an uneasy social conscience will contribute to a happier world. (Nel Noddings, 2003) ▪ Certain areas of human experience encourage happiness and well being. ▪ These include the quality of relationships in the home and with friends, the ability to contribute to economic and L social life, and a strong philosophy of life. E ▪ Therefore. there is a very strong rationale for putting T happiness at the center of educational endeavor. P ▪ If educators are to take happiness, human flourishing, N seriously then there need to be some fundamental changes in the way we understand, approach and organize education. ▪ First, a concern for happiness in education entails looking beyond the classroom and immediate teaching context. ▪ If formal educational institutions are to have a care for the whole person then a range of other opportunities and experiences must be offer. ▪ This includes a extra-curricular activity and the opportunity to become involved in associational life. ▪ Second, it involves engaging with informal education, L community learning and more dialogical forms of E educating. T ▪ Third, it entails jettisoning large areas of national and P state curricula (if not the state or national curriculum N itself) and seeking out approaches and subjects that do not alienate. ▪ Fourth, happiness in education requires the possibility of easy access to counselling and pastoral provision so that those who are troubled have a means to come an understanding of themselves and their situation.  Positive Education ▪ Positive education implements components of positive psychology in schools. L ▪ Schools have been shown as effective not only in fostering the E expected cognitive development of their students but also their social and emotional growth ; N PT ▪ As a place where children spend many hours of their day with their peers, schools not only impart knowledge but also serve as a living lab for social and emotional behavior. ▪ Therefore, schools serve as an essential tool for teaching and promoting wellbeing. ▪ Within the school setting, children experience opportunities for positive peer interactions, significant relationships with adults other than their parents/caregivers, and the promotion of social, emotional, and environmental learning ▪ Studies have underscored the importance of positive education programs focusing on relationships, self-control, social support, meaning, and positive affect to help children L and adolescents cope with difficulties and become more E resilient ; T ▪ A meta-analysis of positive schooling conducted recently by P Waters et al. identified six pathways of intervention (SEARCH)that effectively increase students’ wellbeing and school-based academic outcomes: N ▪ Identified strength, Emotional management, Attention and awareness, Relationships, Coping, and Habits and goals. ▪ Schools can also enable children to experience, implement, and practice skills that will enable them not only to attain personal wellbeing but also to become caring environmental citizens. ▪ Initially, environmental education’s objective has been to foster concern and commitment to solving environmental problems. L ▪ The focus was on the wellbeing of the natural E environment (the ecosystem or biosphere) and not on T individuals’ wellbeing; P ▪ Nevertheless, the many strands of environmental N education at least hold an implicit assumption that humans 'wellbeing is interconnected with the wellbeing of the natural environment ; ▪ Furthermore, many studies link various concepts of connecting with nature and individual wellbeing ,particularly within the educational setting.  Sustainable Happiness TE L P by N Prof. Atasi Mohanty Rekhi Centre of Excellence for the Science of Happiness Module 02: Pedagogy of Sustainable Happiness Lecture 07: Positive Education ▪ Both environmental education and positive education hold the same goal of increasing the wellbeing of the individual, the society, and the natural environment but that their starting L points are opposite. E ▪ Positive education assumes that promoting an individual's T wellbeing will increase overall social good, whereas P environmental education assumes that promoting the natural environment’s wellbeing will increase the individual’s wellbeing. N ▪ One of the main insights of environmental education literature is the importance of promoting nature connectedness that is tightly related to environmental behavior ; ▪ Promoting nature connectedness through the educational system is an important component of improving sustainable wellbeing as it is correlated both with individuals’ wellbeing and with pro-environmental behavior. ▪ Thus, environmental education and positive education have a mutual goal in common: to promote wellbeing. ▪ The Bhutanese development thinking is based on the Gross National Happiness/GNH happiness index that highlights collective happiness and L the importance of cultural and spiritual values. E ▪ These ideas are integrated into the teaching of all subjects in basic T education. P ▪ In order to raise global citizens, since 2010, teaching has emphasized courage, honesty, empathy, compassion, respect, understanding of N moral principles, and openness to cultural values and traditions (Walker, 2006). ▪ According to Bhutan’s Education Policy teachers should integrate GNH principles into all subjects. ▪ Teachers have been able to include culture-related issues in language teaching as well and thus increase GNH-based teaching. ▪ Interestingly, GNH-based teaching has been best implemented in schools where students were responsible for organizing their own learning. ▪ There are many ways of asking such a kind of questions that demand both learning to know (Head), learning to L give and share (Heart) and learning to act (Hand). E ▪ One way of engaging pre-service teachers in critical T reflection is to encourage them consider those who are P excluded, marginalized or voiceless from the N advantages of an affluent society and to express compassion, empathy and an attitude for giving and sharing. ▪ Such a critical reflective process is fueled by the ‘Head’ driven by the "Heart" and actualized by the "Hand“. Educating for Sustainable Happiness TE L N P  TE L N P Things to be considered for sustainable teaching are- ⮚ Beware of Student Overload. The rhetoric of urgent and global environmental crises can overwhelm students when they consider the immensity of the problems humanity face and the difficulties involved in L coping with them. E ⮚These feelings of cognitive or emotional overload can cause students to T feel disengaged, disempowered, and even resentful, which can disrupt the learning process. ⮚ P Avoid Doom and Gloom. While teaching students about the many N challenges to environmental sustainability will necessarily introduce some risk of overload, teachers can limit this by being sure to discuss environmental success stories. ⮚ For example, this may include discussion of environmental policies or movements that have succeeded in mitigating pollution, conserving resources, or promoting ecological resiliency. ⮚Whatever the success, incorporating them into courses can help students envision a future that is shaped by their agency, and avoid any descent into cynical resignation or fearful reaction. ⮚Focus on Quality of Life Issues. Students facing the emotional overload of environmental problems can easily feel that their entire lifestyle is threatened by resource limits and the environmentalists who champion living L simply. E ⮚Educators can sometimes add to this sense of threat by T taking a moralizing, prescriptive, and unyielding approach P to more sustainable lifestyles. ⮚ An alternative approach is to engage students by consumption and resource use. N discussing their definitions of happiness and a quality of life, and whether they are correlated with high levels of ⮚If students reflect prior research findings (Consumerism and its Discontents, To Do or to Have? That Is the Question), they will often argue that the two are not highly correlated, providing a basis for a positive discussion of alternative lifestyles and social changes associated with them. ⮚Peer Engagement and Support. Engaging students in group discussions and projects in which they have the opportunity to dialogue and support one another can help to alleviate these feelings of overload. L ⮚ It also can allow for the moments of problem-solving, E debate, analysis, teamwork, and reflection that are so T crucial to developing the critical thinking and leadership P skills students need to face complex problems. ⮚ Student Analysis of Data. Students may learn more about N a given environmental problem by wrestling with empirical data for themselves, rather than receiving pre- digested analyses from lectures or secondary sources. ⮚ In doing so, they will not only grapple with methodological and theoretical issues of data analysis and presentation, but they will be empowered to examine environmental issues with greater nuance and insight. ⮚Deconstruct Eco-rhetoric. Spend time investigating the historical origins and often conflicting uses of environmental terminology such as “sustainability,” “environmentalism,” “stewardship,” “nature” itself, and other language. This will provide valuable teaching moments L about the historical development of environmental studies, and it will E empower students to examine environmental problems and solutions more critically. ⮚ N PT Precautionary Principle. Succinctly defined, the precautionary principle states that, if an action risks causing harm to the public or the environment, and there is no scientific consensus that it is indeed harmful, the burden of proof that it is NOT harmful falls on those taking the action. ⮚An often debated principle, it provides a useful starting point for class discussions of how to make decisions under conditions of uncertainty. It also offers an opportunity to discuss policy options regarding resource use and the trade-offs between potential environmental harm on the one hand, and economic or political costs on the other. ⮚Embrace Interdisciplinary. A critical and thorough understanding of issues related to environmental sustainability necessarily involves contributions from a wide variety of disciplines throughout the natural sciences, social sciences, and humanities. ❑Learning a Path not a Goal- TE L ✔ Big goals are scary. They’re intimidating. They stare us down. They swim in a sea, where glimpses of ideas and flickers of dreams float in the nebulous future of ‘someday’. Our minds tend to daydream about the future, instead P of focusing on what we can do right now to improve. N ✔ A Harvard study found that we spend almost 50 percent of our time thinking about the past and future, instead of focusing on the present, which leads to increased unhappiness. ✔ Focusing on the journey also shines a light on what else we get out of trying to reach our goals. The trek is where you learn. Where we grow. ✔ In some ways, achieving goals is just a by-product of our journey. If a journey of a thousand miles begins with a single step, then what’s to stop us from starting? If something is important enough to do this year, then isn’t it important enough to get started on today? ✔ When we stop focusing so much on the future or the outcome, and pay more attention to the present and the overall journey, that first single step seems more manageable. Keeping our eye on the journey is hard. L ✔ It’s not how we’re wired to think. It’s easy to fall back into E the trap of getting overwhelmed when contemplating that T big scary goal. But if we’re in it for the long haul, these tips P will help us stay on track and cultivate a journey mind-set. N 1. Get specific With both your overall goal and your roadmap for getting there, it’s important to be specific. Writing down ‘procrastinate less’ or ‘lose weight’ simply won’t get you where you need to go. A British Journal of Health Psychology study found that people who created a specific action plan of when and where to work out were 91 percent successful in exercising each week. 2. Break it down and start small The best way to gradually get to your overarching goal is to break big habits down into mini-goals and milestones. You can’t rely on motivation alone. L Positive signals that you’re on the right track will help keep you going. E 3. Figure out our blockers T What distracts us on a day-to-day basis? What’s holding us back? Whether P it’s your inner perfectionist or the latest season of “The Crown,” chances are, N things will rear their heads to interfere with your efforts. Brainstorm some ideas for how we can get around our most frequent distractions and triggers. 4. Reflect daily We have to work to keep the journey in mind. Actively thinking about it and reflecting on your motivations every day will remind you of why you started in the first place. Take it from Michael Hyatt, who reviews his goals on a daily basis. Break things down further each day by asking yourself, “What is one step I can take today to get closer to my goal?” We can add this routine to the end of the day as well by asking yourself, L “What did I learn today?” We can also check in on a weekly or E monthly basis to assess what we’ve gotten out of our journey thus far. N PT  Sustainable Happiness TE L P by N Prof. Atasi Mohanty Rekhi Centre of Excellence for the Science of Happiness Module 02: Pedagogy of Sustainable Happiness Lecture 08: Predictors of Happiness ⮚ Happiness is a major goal of human beings ,particularly in the context of 2030 Agenda for sustainable development (UNESCO,2015); where recognizing the need for a more L inclusive, equitable and balanced approach to economic growth E able to promote sustainable development, poverty eradication, happiness and the well-being of all people, is a necessary goal. N PT ⮚ Through the time, happiness has been associated with innumerable aspects of human existence; ⮚ Happiness and meaningfulness-Zhang et al. (2018), have confirmed an association between happiness and meaningfulness and the latter distinguish the concepts whereas meaning is perceived and pursued in domains which do not provide hedonic happiness; ⮚ Happiness growth mindsets were associated with greater well- being and greater relationship satisfaction. ✔ Happiness and religion- People who attend religious services are more committed to their faith, this commitment leads people to fell more compassion; ✔ Compassionate individuals provide more emotional support to L significant others and people who provide support to others tend to be happier; being grateful has also been associated with happiness. E ✔ Happiness and others- Individuals with a larger social network, more T social cohesion and who trusted their neighbors were more likely to be P very happy (Hart et al.2018). ✔ Happiness and health-Since health status is related to happiness, N strategies to improve population health would also improve people’s well-being (Miret et al.2014). ✔ Happiness and money or material wealth-higher income and wealth raise happiness, but only for a short period. ✔ Happiness and work/leisure-The quality of work life has positive effects on happiness; success leads to happiness and happiness causes success. ✔ Happy people have higher intrinsic motivation to work, raising their productivity. Predictors of happiness- Emotional security and companionship, i.e., features of romantic relationship quality, are found to predict happiness; Positive and negative affect, and grit, are predictors of happiness and L life satisfaction; E Valuing happiness, negative life circumstances, and neuroticism have T been found to negatively predict subjective well-being; P Stress is a significant predictor of happiness. N Three factors predict employee’s happiness: administrative process, leadership and job satisfaction. Contemplative Learning- Contemplative education is a philosophy of higher education that integrates introspection and experiential learning into academic study in order to support academic and social engagement, develop self- understanding as well as analytical and critical capacities, and cultivate skills for engaging constructively with others. ⮚The inclusion of contemplative and introspective practices in academia addresses an increasingly recognized imbalance in higher education: ⮚A lack of support for developing purpose and meaning, or for helping L students "learn who they are, search for larger purpose for their lives, E and leave college as better human beings“ T ⮚Generally, there are three main ways that contemplative practices are P incorporated, N ⮚firstly, in a remedial manner where say a simple breath exercise will be used to help students relax and orient their focus on class content and exercises. ⮚Secondly, the physiological, psychological, philosophical and religious foundations of the practices will be taught, and ⮚lastly, a contemplative orientation will be developed in the class room or across the entire institution. ❖ A pathway to flourishing and well-being: ✔ Many foreign language instructors have found that participating in the learning community has had a significant impact on their L own dispositions toward students and teaching. ✔ Contemplation in the arts and the sciences- P E ✔ Contemplative practices and approaches are associated with T numerous beneficial outcomes related to learning, such as increased emotional awareness and attentional control. N ✔ Contemplative Education is described as holistic and progressive and contrasted with mainstream or conventional forms of education that focus on the acquisition of knowledge, development of cognitive skills and individual achievement. ✔ The need for contemplative education is predicated on the failure of educational systems that accentuate a ‘curriculum of content’, over understandings of the whole student and teacher and the process of learning.  TE L N P  Sustainable Happiness TE L P by N Prof. Atasi Mohanty Rekhi Centre of Excellence for the Science of Happiness Module 02: Pedagogy of Sustainable Happiness Lecture 09: Contemplative Learning Room for silence-Example A common theme among the CFLC instructors has been cultivating students’ comfort with silence and L reflective listening. It’s been a particularly important E endeavor in classes that involve cross-cultural communication. In Ku’s “Smart Cities” engineering T course, for example, UVA students engage in a P global classroom experience, collaborating remotely N with counterparts in China. Ku says the Chinese students have a much different approach to R. Alexander et al. Positive emotions, communication, tending to reflect longer before happiness, and wellbeing in humans and responding. That subtle difference and other biases animals, Neuroscience and Bio-behavioral have led to some frustration and misunderstanding Reviews 121 (2021) among U.S. students who often unconsciously impose their standards to judge others. For example: mistaking periods of silence for disinterest or agreement. ⮚Contemplative learning was education that created a new vision to life and humanity. ⮚ It focused on cultivating realization in oneself, compassion and conscience to general people, ⮚Utilizing philosophy and religion to develop the mind and train oneself E L until one has conscience and intelligence can connect the various knowledge and apply them to be beneficial to oneself, others and society (Royal Institute 2008). T P ⮚ Contemplative intelligence is a concept that would revive education to be education that develops learners in order to create equilibrium N regarding knowledge and mind; ⮚ as it should be in order to be a person with good virtue and to know oneself and to understand other people and can live together and to have lives that would create benefit with the society happily, ⮚Educational technology is another important part in managing contemplative learning; ⮚ Because educational technology is the knowledge in educational development and passing on knowledge from instructors to learners with the concept from A to Z. ✔ Health promotion programs for faculty , staff and for students, and is a campus-wide, multidisciplinary resilience-building health and well-being program that promotes the practice of contemplative lifestyle L behaviors and incorporates the- E ✔ AMSO (awareness, motivation, skills and opportunity T framework for effective community health promotion)- P ✔ Faculty, staff, students and members of the greater N University community are united through the opportunities to pause from high levels of productivity and innovation- ✔ to experience multi-faceted, transformational learning, and develop skills to support sustainable, whole- hearted, ethical, purposeful engagement in all areas of research, teaching, learning, and service ⮚ Happiness-Centric Approach to Sustainable Community Development ⮚ Social Connectedness and Happiness- L ✔ Social relationships may also lead to social capital, which is when we can E rely on our relationships to obtain knowledge and resources and get T things done ; ✔ Connecting with others prevents us from becoming isolated, which may P be key to long-term wellbeing, including health; N ✔ Social capital accrues when we trust and reciprocate with one another and share in formation and common social norms. ⮚ Neighborhood Amenities and Happiness- ✔ The availability of green space and access to transit and cultural resources may influence residents’ subjective wellbeing directly. ✔ Emerging research suggests links between access to green and natural environments and wellbeing; ✔ Seeing green makes people feel at peace; ❑ Sustaining Communities Through Happiness- ✔ Despite the potential link between community characteristics and happiness, happiness generally is not sought after as a goal in community development; traditionally have been its key aims. T L ✔ Rather, achieving social justice and economic growth E ✔ Happiness is an alternative objective for sustainable community development. N P ✔ The key contribution of a happiness-centric approach is that all of its components focus on moving toward a sustainable future while meeting one goal– improving community-level happiness. ✔ This goal may be easier to achieve than social equity, environmental protection, economic development or cultural competency, as it may be easier for a wider segment of the population to understand and engage with the goal. The Sustainability Through Happiness Framework- ⮚ The Sustainability Through Happiness Framework (STHF) provides an iterative approach to sustainable L community development. E ⮚ The STHF includes happiness as a consideration to foster T more sustainable development outcomes through five distinct stages (detailed figure). P N ⮚ Sustainability through happiness framework-S. Cloutier and D. Pfeiffer(2015). ❖ Happiness Visioning-Happiness visioning focuses on improving seven specific domains of happiness: family relationships, financial situation, work, community and friends, health, personal freedom and personal values. ❖ Participant Engagement- ✔ The second stage of the STHF engages locals in a sustainable development project. ✔ The process is not hierarchical; rather, residents are treated as part of the L project team. ✔ The objective is to ensure that sustainability solutions developed during E the happiness visioning stage align well with local perceptions and T priorities. P ✔ Factors that lead to happiness can vary based on the unique mix of personalities within a community, which may be influenced by cultural N context. ❖ Profit Inventory- ✔ Happiness profits are collected during stage three of the STHF. ✔ Profits are defined as any neighborhood characteristic that contributes to the happiness of residents, while also promoting a sustainable future. ✔ The effort results in a holistic assessment of all profits that contribute to sustainability so that a systematic plan may be developed in the fourth stage of the STHF. ❖ Systems Planning- ✔ The systems planning stage considers which community subsystems will be the focus of solutions to meet resident desires and visions. ✔ For instance, a community development project might include waste, E L water, energy, transportation and economic development. ✔ The objective of this stage is to break the project into manageable T P subsystems. ✔ Once this is achieved, sustainability interventions can be planned in N the fifth stage of the STHF. ❖ Sustainability Interventions – ✔ The final stage of the STHF, sustainability interventions, plans for on- the-ground efforts to improve community happiness. ✔ The sustainability interventions stage is guided by happiness visioning, participant engagement and feedback, a happiness inventory and a systems planning framework. Once interventions are complete, the STHF shifts back to happiness visioning to begin again. L Project partners guide residents through several E iterations, while training residents to take owner T ship of the process– eventually the STHF is P community led. N This Framework provides a unique foundation for sustainable community development by setting the tone for the process and linking participants around happiness, a shared and easily comprehensible goal.  TE L N P Contemplative Practices and Learning: A Holistic Approach to Education in Bhutan : A Conceptual Framework TE L N P  TE L N P Figure1: Showing the contemplative education learning environment management model for undergraduate students (CELEM-Model)  TE L N P  TE L N P ❖ Happiness Curriculum: A Reflective analysis of Delhi Govt.’s Happiness ✔ Happiness Curriculum is an educational program for children in grades one to eight in schools run by the Government of Delhi since July 2018. ✔ The objective is to improve the mental well-being of pupils, and it E L teaches mindfulness, social-emotional learning, critical thinking, problem solving, and relationship building. T ✔ Its purpose is to build emotional awareness, to support decision P making with that emotional awareness, to equip pupils with the necessary skills and environment to become purpose-driven, and N explore a nuanced idea of happiness. ✔ The introduction of the curriculum into government schools of Delhi has been called a reformative step towards education. ❖ Curriculum - The curriculum is based on philosophies of thinkers and educationists such as Mahatma Gandhi, Rabindranath Tagore and Jiddu Krishnamurthy. It is primarily based on the concept of the "Happiness Triad" proposed by philosopher Agrahar Nagraj Sarman, according to which there are three components of happiness – momentary happiness, long term happiness and sustainable happiness. ▪ The curriculum is laid out according to the guidelines of the National Curriculum Framework 2005. ▪ It is a grade-specific curriculum for all pupils from nursery to grade eight in schools run by the Government of Delhi. L ▪ The curriculum employs techniques such as mindfulness, E reflective stories, interactive activities, and expression to equip T pupils with the necessary skills and mindsets to answer the P following questions: N ▪ What makes me happy? ▪ How can I be an instrument in other people's happiness? ▪ Teachers use a manual to help pupils explore these questions, whose aim is to enable them to understand the relationship between their thoughts, emotions and themselves, their families, their environment and the society at large. ▪ The learning outcomes of the curriculum are awareness and focus, critical thinking and reflection, social-emotional skills, and a confident and pleasant personality. ⮚ Impact The report developed in collaboration with L Brookings Institution and Dream reflects: Impact on Students: P relationship with teachers, increased T participation inside the classroom andEBetter N increased focus and mindfulness among students. Impact on Teachers: Priorities values over academic success, changing teaching orientation and increased collaboration among teachers. ❖ Sustainable Learning- ▪ Refers to a theory of educational practices that contribute to a healthy learning ecosystem in which knowledge is co-created and shared in community; E L ▪ Teachers and the systems in which they work are self-reflective and are adaptive to rapidly changing environments. T P ▪ In a healthy learning ecosystem, learning is an iterative, evidence-based process that addresses immediate needs and N provides for the emergence of transformative insights and actions. ▪ Sustainable Learning is a set of applied disciplines and the practices that make them actionable. ❖ Importance- ▪ Education for Sustainable Development is not only about being environmentally-friendly; it also involves developing life-skills including leadership, communication and management; all of which are extremely important for personal development.  Sustainable Happiness TE L P by N Prof. Atasi Mohanty Rekhi Centre of Excellence for the Science of Happiness Module 02: Pedagogy of Sustainable Happiness Lecture 10: ESD and Sustainable Learning ▪ By equipping young people with these relevant capabilities in addition to their environmental knowledge, they can excel at living lives which not only further humanity, but that care for and respect our planet’s resources too. L ▪ Education for Sustainable Development incorporates key E environmental challenges like climate change into core subjects T like math, science and art, and involves modifying the teaching- P learning process to a more all-encompassing approach. N ▪ Students are thus able to relate what they learn in the classroom to their real life actions, and will increasingly be in a better position to take the lead in changing behaviors and adopting sustainable lifestyles, the more this type of education is adopted. ❖ What Is Sustainable Pedagogy? ▪ Sustainable Pedagogy is Cross-Campus. ▪ Interdisciplinary work requires physically crossing over to our colleagues in other disciplines and consulting with them. ✔ Sustainable Pedagogy is Collaborative. ✔ Sustainable Pedagogy is Creative ✔ L Sustainable Pedagogy is Ethical ✔ E Sustainable Pedagogy is Beyond-the-Book T ✔ Sustainable Pedagogy is Repurposing ▪ P We can repurpose our student assignments into N blog posts, conference papers, publications, and museum guides. ▪ We can transpose academic writing into crossover writing. ▪ We can transport a module from something we’ve made to something we are now making. ✔ Focus on two main aspects of educational sustainability: The first is education that lasts – theories, L practices and systems that are (a) current and E viable in a world of dwindling resources and (b) T influence positive change. P The second is sustainability of learning – N learning that is continuous, enduring and proactive. Such learning focuses less on the amassing of knowledge or technical skills and more on learning to learn and optimizing learning from experience.  TE L N P  TE L N P ✔ Purposeful Pedagogy- Learning design is driven by a teaching philosophy, a clear purpose, evidence-informed methods, and authentic assessment. ✔ PRACTICES L ▪ Project-Based is a student-centered approach in which students learn about a subject by working in groups to solve E an open-ended problem using methods that are typically T hands-on. P ▪ Evidence-Informed refers to a teaching practice or approach that is supported by robust and reliable research. N ▪ Evidence-informed pedagogy facilitates the ability to generalize teaching practices and repeat any instructional approach within various environments and contexts. ▪ Digitally-Curated uses finding and selecting, grouping, and contextualizing, preserving, maintaining, archiving, and sharing digital content as an opportunity for community building, critical inquiry, a platform to demonstrate interpretative and creative abilities, and to develop digital literacies of both faculty and students. ▪ Multi-Modal channels of information or anything that communicates meaning in some way and enables the use of a combination of text, images, motion, or audio. L ✔ Culturally responsive pedagogy is a student- E centered approach to teaching in which the T students' unique cultural strengths are identified P and nurtured to promote student achievement N and a sense of well-being about the student's cultural place in the world. ✔ Culturally responsive teaching helps bridge those gaps by engaging students from underrepresented cultures (which can be informed by everything from race and ethnicity to religion and ability) in the learning process in ways that are meaningful and relevant to them.  TE L N P ❖ Happy Classrooms & Green Schools ✔ Attention to happiness, well-being and social and emotional development is crucial for school ‘success’. ✔ Not only does it raise academic achievement and lowers behavioral L issues in schools, but it also enhances the morale of teachers and E students (UNESCO-MGIEP, 2020). N PT  TE L N P ❖ People ⮚ School leaders and administrative staff, teachers, students and their parents make up the school community and, the wider community also influences the school and vice-versa. L ⮚ According to Happy Schools Framework ,both the quality of these E relationships and the individuals themselves are the essential ingredient for a Happy School. N PT ⮚ While daily interactions and practices among people in the community become the basis for positive relations, individual members of the community must also be happy for this to be possible; ⮚ A primary focus on relations helps draw attention to the spaces between individuals: ⮚ Positive relations between teachers and students, friendships between students of different grades, understanding between parents and teachers, and interactions between school leadership and members of the wider community. ⮚ Attitudes, attributes, and emotions among individuals within the community are crucial. ⮚ Example, positive teacher attitudes, such as kindness, fairness and enthusiasm are important for making students feel accepted. ✔ But these attitudes are built, in part, on teachers’ individual well-being, and students’ individual emotional awareness and sensitivity are essential for fostering relations. L ✔ These relational and individual aspects of Happy Schools are mutually E reinforcing, and both captured under the notion of People. ❖ Process T N P ✔ The processes that enable a school to enhance happiness rests in teaching and learning content, approaches, and methods, as well as the overall teaching and learning experience. ✔ This includes ensuring that teachers and students have reasonable and fair workloads, can exercise their autonomy, are engaged in the teaching and learning process, use their creativity, and feel valued and appreciated in a safe and trusting environment. ✔ This category aims to bring out a broad array of students’ talents and competences, enhancing their wellbeing and academic achievement. ⮚ It necessarily implies that the learning content (what is presented and learned in the school- and classroom setting) is useful, relevant and engaging. ⮚ While some aspects are not determined at the school level, there are L some aspects such as collaborative spirit, engaging learning, and learner creativity that can be addressed at the classroom or school E level. T ❖ Place P ✔ A warm and friendly learning environment is crucial to increasing N happiness in schools. ✔ The physical surroundings of the school and the classrooms, as well as their layout and decoration allow for a great variety of intellectual, practical and creative learning activities to take place. ✔ They strongly influence the atmosphere in which teachers and students meet and work together, therefore impacting their overall well-being. ✔ The physical space surrounds the social and pedagogical space, making it safe and secure. ✔ It is free from bullying and intimidation, encourages staff and students to use happiness and well-being-oriented teaching and learning practices and embraces diversity and inclusion. ✔ Teachers can take various initiatives to implement within their classroom itself. TE L ✔ This includes improving the visual appeal of their classrooms, adding P some green learning and natural light, incorporating positive discipline N and preventing bullying and other forms of harassment. ❖ Happy Classroom Climate: Socio-emotional Learning ✔ In recent years, there has been a strong focus on boosting Socio and Emotional Learning (SEL), a concept highly relevant to Happy Schools. ✔ In the Social, Emotional and Ethical (SEE) Learning model ,the primary domains are personal, social and systematic, with the primary dimensions identified as awareness, compassion and engagement. ⮚ Happy Lessons- ⮚ Personal – Happy Learners: self-awareness and self-management are featured by integrating mindfulness techniques with mapping of L personal emotion. E ⮚ Social – Happy Classrooms: awareness and relationship skills are T covered in lessons building awareness of relations in the school P community and strengthening compassionate and empathetic N awareness of others. ⮚ Engagement – Happy Environments: Responsible decision-making is covered through techniques such as interdependence mapping and happiness literacy. ❖ Happy Schools and Social and Emotional Learning TE L N P ❖ Green Schools TE L N P ❖ Green School Goals To achieve this goal, a Green School needs to address four major aspects: L School Governance that fosters a green ethos by establishing a E participatory decision-making process involving a diversity of T stakeholders, setting up policies and allocating resources towards sustainability practices; P Facilities and Operation ensuring that the school's indoor and N outdoor infrastructure and daily operations are sustainable and provide opportunities to interact/connect with the natural world; Teaching and Learning that infuse ESD across the curriculum; and Community Engagement that extends the school’s sustainability efforts by collaborating with the surrounding community. ❖ Green Pedagogy: Whole-School Approach ✔ In order to achieve Happy Schools, it requires a wider vision by school leaders to ensure that the concept is consistent both within the classroom and the wider school community in all aspects of the school week or day. L ✔ This includes warm, friendly hallways, violence-free schools, open and E green learning spaces and democratic school management. T ✔ All aspects of the school community can impact students’ happiness and P well-being. N ✔ School leaders can draw upon the insights of teachers and students to further develop a whole-school approach. ✔ This can be achieved through creating a school vision statement, explicit school-level goals, and ensuring that implicit norms, values and day-to-day interactions that shape relationships in schools are essential aspects of fostering happiness and well-being. ✔ Celebration of traditions, rituals, clubs and activities that build connections, honour students and their families are also important. ✔ Various ideas to foster a ‘whole school’ approach to Happy Schools would include orientation activities that initiate students and families into the Happy School community, practices that celebrate student achievements in the realms L of happiness and well-being, and clubs and activities that give E students time and place to share their experiences, talents T and perspectives. ✔ A ‘whole school’ perspective requires schools to be a place P where both happiness and unhappiness can be addressed, N and that includes a space to engage students having difficult thoughts, feelings and emotions. ✔ A Mindfulness Room could be designated, where students can go to calm down, refocus and engage in mindfulness practice. ✔ A structure of rituals and routines can also be introduced into the learning environment to focus on happiness and well- being.  TE L N P  TE L N P  TE L N P ❖ Mindfulness and Happiness ✔ Fredrickson et al. (2008) showed that meditation practices gradually produced an increase in positive emotions and satisfaction in different domains of life. L ✔ Loving-kindness meditation increased the capacity for E compassion and empathy, which in turn improved ones social T relations. ✔ Learning to be in the present moment, helps us avoid the trap of P selective perception and respond in a wholesome manner. N (Ericson, et al., 2014) ✔ The study by Kang et al.(2013) provides insights that mindfulness practice helps us de-automatize through its elements of awareness, attention, focus on the present, and acceptance. ✔ An interesting experiment by Killingworth and Gilbert (2010) using a web application reveals that human mind is often wandering, regardless of the time and nature of activities. ✔ The regression analyses of the data also showed that as a result of mind wandering, people reported unhappiness. ❖ Sustainable happiness and well being ✔ Happiness and well-being are integral to building sustainable futures ✔ Focusing only on the goal is difficult, it's not how we are wired to L think, and can lead to distress and anxiety E ✔ For the long haul, there are some habits of mind which will help to T stay on track and achieve sustainable happiness P ✔ Past well-being literature shows that a person's chronic happiness N level is governed by 3 major factors: ⮚ -A genetically determined set point for happiness ⮚ -Happiness-relevant circumstantial factors ⮚ -Happiness-relevant activities and practices ✔ Adaptation and dynamic processes offers the best opportunities for sustainably increasing happiness, and certain mindful activities will achieve that. Habits of Mind to Promote Happiness TE L N P ⮚ Habits of mind that can contribute towards the intentional activities that are most influential for happiness- ✔ Listening with understanding and empathy ✔ Thinking flexibly ✔ Thinking Interdependently TE L P ✔ Thinking and communicating with clarity and precision N ✔ Thinking About own thinking ✔ Helping Nature ✔ Simple Ways to Sustainable Happiness ⮚ Great Benefits of Mindfulness #1 – Being mindful of your thoughts and emotions promotes well-being E L #2 – Being mindful can improve your working memory T P #3 – Mindfulness acts as a buffer against the depressive N symptoms associated with discrimination #4 – Mindfulness can help you make better use of your strengths #5 – Mindfulness practice can raise your happiness set-point #6 – Mindfulness can make you more resilient #7 – It shrinks the stress region in your brain  TE L N P ⮚ Happiness Monitoring Board TE L N P  TE L N P Learning Resources- https://www.lgexperiencehappiness.com/resources/questions-to-ask-yourself-to-discover-your-purpose/ https://www.lgexperiencehappiness.com/resources/what-type-of-kindness-will-make-you-happiest/ L https://www.lgexperiencehappiness.com/resources/embracing-change/ E https://www.lgexperiencehappiness.com/resources/gratitude-the-secret-to-happiness/ T https://www.lgexperiencehappiness.com/resources/daily-habits-to-turn-you-into-an-optimist/ https://www.lgexperiencehappiness.com/resources/mindfulness-helps-kids-connect-compassionate- P way/ https://www.lgexperiencehappiness.com/resources/benefits-of-practicing-mindfulness-in-classroom/ N https://www.lgexperiencehappiness.com/resources/the-benefits-of-the-six-sustainable-happiness-skills/ https://www.lgexperiencehappiness.com/resources/discovery-education-shares-the-science-behind- happiness-health-and-how-our-brain-chemicals-affect-the-rest-of-our-body-when-we-are-happy/ https://www.lgexperiencehappiness.com/resources/how-to-be-emotionally-strong-in-challenging-times/ https://www.lgexperiencehappiness.com/resources/the-brain-science-behind-the-sustainable-happiness- skills/ https://www.lgexperiencehappiness.com/resources/mindful-breathing-exercise/ https://www.lgexperiencehappiness.com/resources/empathy-quiz/ https://www.lgexperiencehappiness.com/resources/6-sustainable-happiness-skills-generosity/ https://www.coursera.org/lecture/social-pedagogy-europe/introduction-to- purposeful-shared-activities-and-social-pedagogy-in-denmark-ZbsSL https://www.youtube.com/watch?v=DPvrYeSz3Qg https://temp.msudenver.edu/tps/events/teacherlibrarianday/ L https://slideplayer.com/slide/5282489/ E https://earlychildhood.qld.gov.au/early-years/age-appropriate-pedagogies T https://np-sg.libguides.com/spip P https://www.coursera.org/lecture/newlearning/models-of-pedagogy-didactic- N authentic-and-transformative-zyTs8 https://www.coursera.org/lecture/social-pedagogy-europe/practice-example-of- the-smtte-model-LCDVi http://mrkempnz.com/2018/03/edtech-change-pedagogy-first-technology- second.html https://www.purposeful-pedagogy.com/suggestions.html Https://www.teachthought.com/technology/the-padagogy-wheel/ https://www.coursera.org/lecture/newlearning/analyzing-transformative- pedagogy-part-3-FFfrW  TE L N P