One of the goals of the Paideia Program is to live a

full life; what does this mean?

• Education and its relationship to imagination and happiness

What does science have to tell us.

• The human being is the only animal who____________

• The human being is the only animal who thinks about the future.

We use our imagination to think about the future

• Which means that we may have a mind, body and spirit but we also have a past me, a present me and a future me.

• The now me is constantly having conversations with the past me and the future me and most of these conversations are wrought with guilt.

• Most of the time when we talk to our past selves we tell her that “Our best just wasn’t good enough for them”

• We don’t treat our future selves nicely (or correctly). (We have attics and lives that are full of stuff we consider indispensable)

• To imagine is to experience the world as it isn’t and has never been, but as it might be. (Some say, as it should be)

• We can imagine the past, present and future.

• Should education care about imagination?

•Imagination is more important than knowledge.

Einstein

• How should imagine be used (or is currently used) in education?

• Later---what a wonderful concept

• It is so wonderful that we self impose delay

• Why do we create future bad events?

• Impact is rewarding• Mattering makes us happy• We want the best destination• We want to control our boat--we all

steer ourselves toward the futures that we think will make us happy

• Imagination is looked at as unstable• Beast of the modern imagination

Tools for imagination

• Mind Mapping

• Venn Diagram

• Stories

• Imagination application

• Increasing----

• Leading

• Producing

• Conducting

• implanting

Happiness

• What is happiness?

• Happiness is subjective

• Nothing can substitute for an experience of happiness

• Can’t transfer happiness

• Happiness is happiness

Actual

Expected > 1

• Should education care about happiness?

• Is happiness a by product or a cause?

• Science cannot bring happiness.

• Happiness as a comparative experience

• Reba & Lois

• Shackleton

• We passed through the narrow mouth of the cove with the ugly rocks and waving kelp close on either side, turned to the east, and sailed merrily up the bay as the sun broke through the mists and made the tossing waters sparkle around us. We were a curious-looking party on that bright morning, but we were felling happy. We even broke into song, and, but for our Robinson Crusoe appearance, a casual observer might have taken us for a picnic party sailing in a Norwegian fjord or one of the beautiful sounds of the west coast of New Zealand.

• Science can’t measure happiness-it has to accept fuzziness

• If you want to try and measure happiness you will have to use big numbers

• All we’ve got is our subjective view of happiness

• How can we inspire, bring, create, encourage….happiness in the classroom?

• How do we influence perceptions?