Home – Home – Jornals – "Philosophy of Education" 2022 number 2

Introduction. Our society is moving towards globalization, informatization, digitization, but the individual is not getting happier. And yet, man is distinguished from all other known species by the ability to be happy. Moreover, a lot of human problems, stem from his “unhappiness”. The subject to bring up a happy man is gaining in importance. Thus, the UN resolution “Happiness: a holistic approach to development” defines the pursuit of happiness as one of the main goals of mankind. The methodological basis of the study was a socio-cultural approach which allowed to identify the main contexts for the definition of happiness. Research method - analysis of philosophical, psychological, cultural, pedagogical texts. Revealing views, positions of evidence in the general subject field is the upbringing of a happy person. The article deals with the concepts of M. Argyle, V. Tatarkevich, D. A. Leontiev, E. Fromm, A. Maslow, K. Rogers. The key contexts for the definition of happiness, identified as a result of socio-cultural analysis, are extrapolated to pedagogy. Based on the ideas of classical teachers K. D. Ushinsky, A. Nill, A. S. Makarenko, V. A. Sukhomlinsky on the topic of happiness, fundamental conclusions have been drawn. In order to bring up a happy person, it is necessary to: to create an understanding of the universal connection of man to the world, to show the dependence of an individual’s happiness on the happiness of others; to help the pupils to find a cause that will give meaning to the soul; to develop the desire to realize their potential in socially meaningful activities and creativity; to learn to see the joyful prospects of tomorrow; to support not the desire for pleasure and the avoidance of suffering, but the abilities and skills to overcome adversity. Pupils should be made aware of their responsibility for their happiness and that of others, and should develop a sense of measure and moral limits in the pursuit of happiness.