Abstract
For a positive global future, it is fundamental to tackle the existing web of psychological, economic, sociological, and cultural processes reflected in current education systems. Confronted with complex issues that are essential to the stability of civilizations, we need more voices addressing a critical analysis of education in its key role. This can result in more people participating as happy, informed, and engaged citizens. This paper introduces the argument for education to promote public happiness (Felicitas Publica) and support global peace, addressing the attainment of the Sustainable Development Goals (SDGs) #3, #4, and #16. It begins by mapping the landscape of promising education-related practices supporting these SDGs and provides recommendations for research and actions. In addition, it presents the work of the UNESCO Chair on Education for Global Peace Sustainability, based at the Universidade de Lisboa, in Portugal, as an illustrative example. With this paper, we hope to convey the input of different branches of psychology that have the common good as their aim and address the positive transformation of our current educational processes.
Highlights
Issues in education have been conceived of as merely didactic or pedagogic, and mainly supported by studies in psychology
The agenda included 17 Sustainable Development Goals (SDGs) with 169 targets, in an ambition to institute a plan of action to promote world peace, the eradication of poverty, the protection of the planet, human rights for all, gender equality, and sustainable development in its three dimensions: social, economic, and environmental
Defined as “a state of wellbeing in which every individual realizes their own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to their community” [12], mental health is directly addressed by the positive education movement and by positive psychology
Summary
Issues in education have been conceived of as merely didactic or pedagogic, and mainly supported by studies in psychology. These studies addressed content (what to teach) and methods (how to teach) [1]. Education came to be understood as an asset in national and international development. This paper supports the argument for a transformative education paradigm that goes beyond one of transmission of knowledge. It defends the promotion of public happiness (Felicitas Publica) and global peace as complementary dimensions enabling that specific realization and those of the Sustainable. The paper addresses specific educational targets and models we consider as valid paths for attaining individual and social assets, ending with conclusions and proposals for a future research agenda
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