Happiness Curriculum Quotes

...we're in English class, which for most of us is an excruciating exercise in staying awake through the great classics of literature. These works-- groundbreaking, incendiary, timeless-- have been pureed by the curriculum monsters into a digestible pabulum of themes and factoids we can spew back on a test. Scoring well on tests is the sort of happy thing that gets the school district the greenbacks they crave. Understanding and appreciating the material are secondary.

The most important subject in the curriculum in the future years will be how to love ourselves and be content.

I have never understood the importance of having children memorize battle dates. It seems like such a waste of mental energy. Instead, we could teach them important subjects such as How the Mind Works, How to Handle Finances, How to Invest Money for Financial Security, How to Be a Parent, How to Create Good Relationships, and How to Create and Maintain Self-Esteem and Self-Worth. Can you imagine what a whole generation of adults would be like if they had been taught these subjects in school along with their regular curriculum? Think how these truths would manifest. We would have happy people who feel good about themselves. We would have people who are comfortable financially and who enrich the economy by investing their money wisely. They would have good relationships with everyone and would be comfortable with the role of parenthood and then go on to create another generation of children who feel good about themselves. Yet within all this, each person would remain an individual expressing his or her own creativity.

Every human is born with a birthright. That birthright is happiness. Our greatest challenge to achieving happiness is not the obstacles we encounter in our life. The true barrier to happiness lies inside of us—and it’s the one thing we can’t ever escape: our own mind. From birth, we are educated on countless aspects of life, from personal hygiene to personal finance, but there is no widely accepted curriculum for understanding and managing our minds.

You perceive through your perceptual filters, which are determined by what you believe to be true—your definitions of reality. These definitions are usually built upon limiting interpretations of early experience. The interpretations stem directly from your individual spiritual curriculum, which predisposes you to see in a particular way. Thus, something happens, your mind interprets it as good or bad according to its previously determined definitions regarding such experiences, and you react emotionally. Your reaction is one of happiness if you’ve defined the event as good or of upset if you’ve defined the event as bad. The intensity of the emotional reaction, positive or negative, will be congruent with the level of importance the ego has attached to whatever has happened.

Every human is born with a birthright. That birthright is happiness. Our greatest challenge to achieving happiness is not the obstacles we encounter in our life. The true barrier to happiness lies inside of us—and it’s the one thing we can’t ever escape: our own mind. From birth, we are educated on countless aspects of life, from personal hygiene to personal finance, but there is no widely accepted curriculum for understanding and managing our minds. Indeed, almost every human remains the victim of their own mind throughout their entire life, never learning to master it, or manage it, or even understand it. The Birthright was written to change that. This book is an owner’s manual for a human mind. If you read it and do the maintenance it recommends, your mind will run smoothly. It will break down less often, and in the end, it will take you to your birthright. Indeed, a well-tuned mind is the only road to true and lasting happiness. Owen

The book received a wider review in the business press than in academic journals. A few weeks after the U.S. publication I was invited to address the annual meeting of Drexel-Burnham to outline how the new Treasury bill standard of world finance had replaced the gold exchange standard. Herman Kahn was the meeting’s other invited speaker. When I had finished, he got up and said, “You’ve shown how the United States has run rings around Britain and every other empire-building nation in history. We’ve pulled off the greatest rip-off ever achieved.” He hired me on the spot to join him as the Hudson Institute’s economist. I was happy enough to leave my professorship in international economics at the New School for Social Research. My professional background had been on Wall Street as balance-of-payments economist for the Chase Manhattan Bank and Arthur Andersen. My research along these lines was too political to fit comfortably into the academic economics curriculum, but at the Hudson Institute I set to work tracing how America was turning its payments deficit into an unprecedented element of strength rather than weakness.

Develop flourishing schools … The purpose of the education system should be to create capable and emotionally well-rounded young people who are happy and motivated. At its heart, education policy must acknowledge that the best way of enabling people to realize their potential is to value them for who they are rather than their measuring their performance against exams and targets. Children have multiple intelligences and all schools should have a strategy to develop pupils’ overall well-being. The curriculum needs to be broadened to include more opportunities around sports, arts, creativity and other engaging activities. An education system which promotes flourishing would lead to higher productivity, a more entrepreneurial society and greater active citizenship.

Christian schools have often become comfortable sanctuaries where children are sheltered from the devices of the devil, instead of becoming Holy Spirit terrorist training centers that sharpen these arrows for the destruction of evil forces. It is time that we give our children more than a Happy Meal. We need to teach them how to deal with the destructive forces of evil from the time they are little. Kingdom combat training should be part of every homeschooler’s life, every Christian school’s curriculum and every parent’s instruction.

I hate and have always hated the word therapist. I detest the idea that my work, if it is work at all, is therapeutic work, that I am a member of what some of my colleagues call— without irony— the helping professions. My pride has sought always to refresh itself in the bracing chill of Freud’s most merciless formulations, his statement that a cure only is a renewed acquaintance with "everyday misery,” his designation of psychoanalytic work as a “school of suffering.” I reject the claim that psychotherapeutic treatment promises peace of mind, or comfort with oneself, however much these may be the happy by- products of the treatment— the accessory consolations, if you will. Rather than seeking to enhance self- esteem or contentment, the work strives for the opposite, to strip away all illusions of self- sufficiency or autonomy. At its most successful, this school of suffering is a curriculum in awe. The true object of this awe is the sheer, impossible fact of being here at all— to have precipitated like a sudden dew from lightless and dimensionless nothing. That is the horizon of the treatment, the recognition that we appear from nowhere under inscrutable stars, at a place and time we did not choose, driven by desires we do not choose, toward a death we do not choose, a death that chose us for its own even in our mother’s womb. Maybe this is only madness to you. Why shouldn’t it be?

It’s perfectly obvious from our society today what those specifications were. Maturity has by now been banished from nearly every aspect of our lives. Easy divorce laws have removed the need to work at relationships; easy credit has removed the need for fiscal self-control; easy entertainment has removed the need to learn to entertain oneself; easy answers have removed the need to ask questions. We have become a nation of children, happy to surrender our judgments and our wills to political exhortations and commercial blandishments that would insult actual adults. We buy televisions, and then we buy the things we see on the television. We buy $150 sneakers whether we need them or not, and when they fall apart too soon, we buy another pair. We drive SUVs and believe the lie that they constitute a kind of life insurance, even when we’re upside down in them. And, worst of all, we don’t bat an eye when Ari Fleischer tells us to “be careful what you say,” even if we remember having been told somewhere back in school that America is the land of the free. We simply buy that one, too. Our schooling, as intended, has seen to it.

A liberal is someone who believes that the right economic system, the right political reforms, the right curriculum, the right psychotherapy, and the right moral posture will do away with unfairness, snobbery, resentment, prejudice, tragic conflict, and neurosis. A liberal is a person who thinks that there is a straight road to health and happiness.

Every human is born with a birthright. That birthright is happiness. Our greatest challenge to achieving happiness is not the obstacles we encounter in our life. The true barrier to happiness lies inside of us—and it’s the one thing we can’t ever escape: our own mind. “From birth, we are educated on countless aspects of life on earth, from personal hygiene to personal finance, but there is no widely accepted curriculum for understanding and managing our own minds. Indeed, almost every human remains the victim of their own mind throughout their entire life, never learning to master it, or manage it, or even understand it. The Birthright was written to change that. This book is an owner’s manual for a human mind. If you read it and do the maintenance it recommends, your mind will run smoothly. It will break down less often, and in the end, it will take you to your birthright. Indeed, a well-tuned mind is the only road to true and lasting happiness.

The head of research for Sesame Street in the early years was a psychologist from Oregon, Ed Palmer, whose specialty was the use of television as a teaching tool. When the Children's Television Workshop was founded in the late 1960s, Palmer was a natural recruit. “I was the only academic they could find doing research on children's TV,” he says, with a laugh. Palmer was given the task of finding out whether the elaborate educational curriculum that had been devised for Sesame Street by its academic-advisers was actually reaching the show's viewers. It was a critical task. There are those involved with Sesame Street who say, in fact, that without Ed Palmer the show would never have lasted through the first season. Palmer's innovation was something he called the Distracter. He would play an episode of Sesame Street on a television monitor, and then run a slide show on a screen next to it, showing a new slide every seven and a half seconds. “We had the most varied set of slides we could imagine,” said Palmer. “We would have a body riding down the street with his arms out, a picture of a tall building, a leaf floating through ripples of water, a rainbow, a picture taken through a microscope, an Escher drawing. Anything to be novel, that was the idea.” Preschoolers would then be brought into the room, two at a time, and told to watch the television show. Palmer and his assistants would sit slightly to the side, with a pencil and paper, quietly noting when the children were watching Sesame Street and when they lost interest and looked, instead, at the slide show. Every time the slide changed, Palmer and his assistants would make a new notation, so that by the end of the show they had an almost second-by-second account of what parts of the episode being tested managed to hold the viewers' attention and what parts did not. The Distracter was a stickiness machine. “We'd take that big-sized chart paper, two by three feet, and tape several of those sheets together,” Palmer says. "We had data points, remember, for every seven and a half seconds, which comes to close to four hundred data points for a single program, and we'd connect all those points with a red line so it would look like a stock market report from Wall Street. It might plummet or gradually decline, and we'd say whoa, what's going on here. At other times it might hug the very top of the chart and we'd say, wow, that segment's really grabbing the attention of the kids. We tabulated those Distracter scores in percentages. We'd have up to 100 percent sometimes. The average attention for most shows was around 85 to 90 percent. If the producers got that, they were happy. If they got around fifty, they'd go back to the drawing board.