Although Happiness and Wellbeing (H&W) have been generally pursued by humans, we know not of a general agreement reached on how to achieve them (Arguís-Rey, Bolsas-Valero, Hernández- Paniello & Slavador-Monge, 2010). Nor do we know if it’s recognized that there is no general way to do so, but that rather, on account
of human diversity and variable circumstances, there might be a collection of different unique ways to do so.
Most individuals of Western Culture believe that H&W will come in a distant future, and in the form of material possessions or of favorable external circumstances, overlooking the possibility of immediate satisfaction (Arguís-Rey et al., 2010).
Educators often do the same mistakes possibly because they regard their students’ learning as an endowment of knowledge, skills and attitudes, that will pay-off someday, and help them find a good job and make their the living conditions happy (Arguís-Rey et al., 2010). They further believe that H&W derive automatically from having a formal education, a job and a family.
But, are students taught to be well and happy? If H&W are highly desired goals of human beings, why not cultivate them in the classroom?