“Happiness Education”
How Students in India are Learning to Be Mindful and Confident
It was a great honor to present the Be Strong, Be Wise curriculum at the Taos Conference recently, where every year a gathering of educators from around the world convenes for three days of presentation and discussion, all devoted to improving our understanding of the “classroom experience.”
I came away with an awareness of the importance of a global community like this, whose aim is to care deeply about what it means to shape the lives of young people, since everyone present had their own experiences to bring to the table.
As we explored policy changes and the innovative educational tools the presenters described, I was inspired most of all by the simplest educational tool imaginable; a tool as simple as breathing.
In fact, breathing is a foundational part of India’s “happiness education,” where students begin each day by sitting together with their class and meditating. The daily meditation may involve a prompt students can ask themselves such as, “What makes me happy?” or “How can I be an instrument in other people’s happiness?” But the goals of the exercise are always the same: to allow students to begin their day in a centered manner; to cultivate an understanding of what it is to inhabit the body in a calm way; and to generate awareness of self and others.
Not surprisingly, Happiness education is yielding astounding results. Students are showing improved focus, as well as a deeper understanding of their relationships. It turns out that meditating on the subject of personal and universal happiness cultivates critical thinking in general. Students develop the ability for personal reflection, which leads to a more confident personality.
Introduced by the Government of Delhi in July 2018, the happiness educational program begins in nursery school and extends through the eighth grade. The curriculum is primarily based on the concept of the “Happiness Triad” (momentary happiness, long term happiness and sustainable happiness) proposed by philosopher Agrahar Nagraj Sarman. Teachers help students explore concepts like simplicity, generosity, kindness and benevolence, in order to enable them to understand the relationship between their thoughts and emotions and the environment at large.
In short, the “happiness” model recognizes that educating the whole person must begin with educating the heart, because emotional and spiritual intelligence are foundational aspects to a person’s growth and development.
I couldn’t help but imagine what it would be like to borrow from India’s philosophy here in the states, by recognizing, for example, that when we help students inhabit their bodies, we help them inhabit their life. When we start with an understanding of what it means to “be an instrument of happiness” in others’ lives, we create a healthier approach to relationships in general.
Components of the BSBW program seek a similar end: to assist young people in better knowing themselves, and to build emotional intelligence in support of their relationships.
When we ask students to reflect on questions such as, “What does it feel like when I listen to my intuition?” or “What makes me feel strong?” or “How do I communicate my needs even when I’m nervous?” we cultivate self-knowledge. When we encourage students to “listen to their body” through role play or class activity, we invite them to inhabit their bodies, and their lives, in a more conscious, self-directed way.
What India’s approach proves is that “happiness education” starts with each individual student being connected to one’s Self as a necessary first step in connecting to the world. Understanding what it’s like to function from one’s “center” is an important tool for teens entering adulthood. A tool that acts as a relationship “super power,” allowing for self-expression, confidence and resilience in all areas of life.
To learn more about the Be Strong, Be Wise Youth program and what our students are saying about it, check out: https://www.bestrongbewise.com/programs-for-youth
