Abstract
It is evident that the separate examination of the concepts of happiness and goodness offers various approaches. Thus, scrutinizing them together would further widen the range of possibilities. The phrase “happiness as goodness” means that we can at least examine happiness as the manifestation of goodness. Goodness is a pedagogical category which, above all, expresses a superior virtue. The problem here is that pedagogy as a social science has remained fully indifferent to the theoretical examination of goodness. This particular study states that goodness is the primary motivating force of education and the other way around, as well as the innermost world of education and maybe the deepest and most wonderful content of it. The virtue of goodness presupposes the eminence of the heart and soul.
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