Journal of Guangxi Teachers Education University (Philosophy and Social Sciences Edition) ›› 2018, Vol. 54 ›› Issue (4): 125-130.doi: 10.16088/j.issn.1001-6597.2018.04.020

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Sensation, Cognition and Practice: Philosophical Reflections on Happy Education

OUYANG Xiu-jun   

  1. Faculty of Education, Guangxi Normal University, Guilin 541000, China
  • Received:2018-02-22 Online:2018-07-18 Published:2018-07-18

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Abstract: It is an important educational goal to make students learn happily. Teachers are also dedicated to achieve this objective. Happy education from the perspective of "Hedonism" makes students happy, but it is difficult to avoid disadvantages of students’ happy "Homogenization" and "False Happiness". "Propositional Attitude of Happiness" demonstrated that the real happiness is not derived from the senses but the true positive attitude, which students can achieve "Real Happiness" by understanding positive "proposition" of the whole situation. But this view will lead happy education into an epistemology of "Anti-Common Sense" so that students’ "Natural Happiness" was deprived. Marxist theory of happiness shows that human happiness is the unity of materiality and spirituality, the unification of history and sociality in practice and the combination of sensation and cognition. It is a reasonable scientific happiness. Marxist theory of happiness indicates that happiness comes from practice. We should grasp basic material and spiritual needs from practice, avoiding problems of students’ happy "Homogenization", "False Happiness" and epistemology of "Anti-Common Sense", thus it is more conducive to guide teachers and students to know the truth and the good of morality to develop happy education

Key words: happiness, happy education, hedonism

CLC Number: 

  • G40-02
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