Stumbling on Happiness - A 12 Lesson Study Guide

Stumbling on Happiness
12 Lessons:

1. How do we look forward in time?
2. What is the emotional experience we call happiness?
3. A simple question: "How are you?" What can and can't you know about your current emotional state?
4. Why do people make mistakes when they look into their own futures and try to decide what will make them happy?
5. What is reality in our "Reality Movie?"
6. People confuse their current feelings with their future feelings. We can't do without our prefeelings, yet they leave us susceptible to a variety of errors.
7. The strong pull of the present influences us to make strange choices.
8. People are too good at making the best of a bad situation. Certain amounts of self-deception are cornerstones of mental health, but self-deceptions have a cost that is a threat to ourselves and others.
9. Many people are unaware that they lack self-insight which causes them to underestimate their future happiness and undermine their chances to achieve happiness. People are often happier with choices when they can't undo them.
10. Why do people make mistakes when they are doing something they have done a thousand times? We often don't remember the experience accurately.
11. If we don't learn from our own experience, can we learn from the experience of others? Some of the things we learn from others are myths like happiness comes from material wealth.
12. What did your learn, why should you care about what you have learned, and what didn't you learn that you wish you had learned?

Essential Learning Goals for the 21st Century

The Maine Department of Education Regulation 132 - The Maine Learning Results: Parameters for Essential Instruction augments and expands upon the content standards for federal accountability (Maine Department of Education Regulation 131: The Maine Federal, State, and Local Accountability Standards) by describing details for essential teaching and learning for eight content areas. These learning goals identify the knowledge and skills required for college, career and citizenship in the 21st century.

THE GUIDING PRINCIPLES – The knowledge and skills described in the Maine Department of Education Regulation 132 support Maine students in achieving the goals established in Maine’s Guiding Principles. The Guiding Principles state that each Maine student must leave school as:

A. A clear and effective communicator who:

1. Demonstrates organized and purposeful communication in English and at least one other language;
2. Uses evidence and logic appropriately in communication;
3. Adjusts communication based on the audience; and
4. Uses a variety of modes of expression (spoken, written, and visual and performing including the use of technology to create and share the expressions);

B. A self-directed and lifelong learner who:

1. Recognizes the need for information and locates and evaluates resources;
2. Applies knowledge to set goals and make informed decisions;
3. Applies knowledge in new contexts;
4. Demonstrates initiative and independence;
5. Demonstrates flexibility including the ability to learn, unlearn, and relearn;
6. Demonstrates reliability and concern for quality; and
7. Uses interpersonal skills to learn and work with individuals from diverse backgrounds;

C. A creative and practical problem solver who: [1995, c. 649, §1 (new).]

1. Observes and evaluates situations to define problems;
2. Frames questions, makes predictions, and designs data/information collection and analysis strategies;
3. Identifies patterns, trends, and relationships that apply to solutions;
4. Generates a variety of solutions, builds a case for a best response and critically evaluates the effectiveness of the response;
5. Sees opportunities, finds resources, and seeks results;
6. Uses information and technology to solve problems; and
7. Perseveres in challenging situations;

D. A responsible and involved citizen who:

1. Participates positively in the community and designs creative solutions to meet human needs and wants;
2. Accepts responsibility for personal decisions and actions;
3. Demonstrates ethical behavior and the moral courage to sustain it;
4. Understands and respects diversity;
5. Displays global awareness and economic and civic literacy; and
6. Demonstrates awareness of personal and community health and wellness;

E. An integrative and informed thinker who:

1. Gains and applies knowledge across disciplines and learning contexts and to real life situations with and without technology;
2. Evaluates and synthesizes information from multiple sources;
3. Applies ideas across disciplines; and
4. Applies systems thinking to understand the interaction and influence of related parts on each other and on outcomes.

Learning Results: Parameters for Essential Instruction
Maine Department of Education Regulation 131