Gerald W. Fry is Distinguished International Professor of Intercultural Education in the College of Education and Human Development at the University of Minnesota, United States.Haelim Chun is Senior Research Associate in the Research Institute for Education and Future at Sungkyunkwan University, Korea.

• 1. Happiness Education: Rationale, Aims, Methods, and the Evolution of the Study of Happiness 2. The Correlates of Happiness: Cross-National Data Analyses 3. Connecting to Community in Tanzania: Aims Talk, Holistic Education, and Happiness 4. Happy Students in Bhutan: The Land of Gross National Happiness and Paradoxes 5. Notable Success in Moral Education and Student Engagement, but Are Japanese Students Happy? 6. Paradoxical Korea: A Tale of Two Cities 7. The Correlates of Student Happiness in Thailand: Paradoxes and Potential 8. Vietnam, a Land of Paradoxes: Happiness in an Educational Outlier 9. Finland: Satisfied Students, Less Schoolwork, and High Learning Outcomes Can It Be Real? 10. Well-Being and Happiness among University Students: A Case Study of Ethnic Diversity in the New Multicultural Netherlands 11. Costa Rica: Happy Student in a Land without a Military 12. Mexico, an Educational Paradox Of Latin America: A Mayan Perspective 13. Sumaq Kawsay and Indigenous Educational Dignity in the Peruvian Highlands 14. Conclusion and Synthesis: What Have We Learned about Happiness Education?

Gerald W. Fry is Distinguished International Professor of Intercultural Education in the College of Education and Human Development at the University of Minnesota, United States.Haelim Chun is Senior Research Associate in the Research Institute for Education and Future at Sungkyunkwan University, Korea.

• 1. Happiness Education: Rationale, Aims, Methods, and the Evolution of the Study of Happiness 2. The Correlates of Happiness: Cross-National Data Analyses 3. Connecting to Community in Tanzania: Aims Talk, Holistic Education, and Happiness 4. Happy Students in Bhutan: The Land of Gross National Happiness and Paradoxes 5. Notable Success in Moral Education and Student Engagement, but Are Japanese Students Happy? 6. Paradoxical Korea: A Tale of Two Cities 7. The Correlates of Student Happiness in Thailand: Paradoxes and Potential 8. Vietnam, a Land of Paradoxes: Happiness in an Educational Outlier 9. Finland: Satisfied Students, Less Schoolwork, and High Learning Outcomes Can It Be Real? 10. Well-Being and Happiness among University Students: A Case Study of Ethnic Diversity in the New Multicultural Netherlands 11. Costa Rica: Happy Student in a Land without a Military 12. Mexico, an Educational Paradox Of Latin America: A Mayan Perspective 13. Sumaq Kawsay and Indigenous Educational Dignity in the Peruvian Highlands 14. Conclusion and Synthesis: What Have We Learned about Happiness Education?

Gerald W. Fry is Distinguished International Professor of Intercultural Education in the College of Education and Human Development at the University of Minnesota, United States.Haelim Chun is Senior Research Associate in the Research Institute for Education and Future at Sungkyunkwan University, Korea.

• 1. Happiness Education: Rationale, Aims, Methods, and the Evolution of the Study of Happiness 2. The Correlates of Happiness: Cross-National Data Analyses 3. Connecting to Community in Tanzania: Aims Talk, Holistic Education, and Happiness 4. Happy Students in Bhutan: The Land of Gross National Happiness and Paradoxes 5. Notable Success in Moral Education and Student Engagement, but Are Japanese Students Happy? 6. Paradoxical Korea: A Tale of Two Cities 7. The Correlates of Student Happiness in Thailand: Paradoxes and Potential 8. Vietnam, a Land of Paradoxes: Happiness in an Educational Outlier 9. Finland: Satisfied Students, Less Schoolwork, and High Learning Outcomes Can It Be Real? 10. Well-Being and Happiness among University Students: A Case Study of Ethnic Diversity in the New Multicultural Netherlands 11. Costa Rica: Happy Student in a Land without a Military 12. Mexico, an Educational Paradox Of Latin America: A Mayan Perspective 13. Sumaq Kawsay and Indigenous Educational Dignity in the Peruvian Highlands 14. Conclusion and Synthesis: What Have We Learned about Happiness Education?