【正文】 t seeI won39。t elaborate it any wakes me up, retells me the story of what39。s not happy and wants to be , and that39。s interested in the I would add someone who is really interested to work, to put the kind of effort that we talked about last not the kind of effort that we would require you to wreck your head about understanding certain concept, but it is effort in terms of applying these ideas to your you may want to take this class, because you are interested on academic level in positive psychology that39。ll be taking this the ment that we get so often about this class is why would Harvard students possibly be unhappy? what do they have to be unhappy about? They thought everyone who39。ll not have to read as much as you will read for 10A or for a history class, and this class is not as difficult as Math 55 so you 39。s not enough to just study the 39。s in sections that you39。s not what I I thought about was ”what was the class that I would have wanted to take as an undergraduate here? What would help me bee happier if I were sitting there?“ In other words, thinking from my perspective from very personal this class I am going to encourage large sample I39。t ignore those Goleman about the Dalai Lama, “We were a little bit surprised by the Dalai Lama39。s important, not less important to focus on questions when it es to educator, Neil Postman once said, “The kids enter schools as question marks and they leave as periods.” My hope in this class is to bring up many more question marks than again, it39。ll be asked many questions, questions that as you39。ll talk about during the change I39。ve heard of nothing new to already know it inside of you are going to say, ”Well, it is mon sense.“ And yes, a lot of it is mon , it is Voltaire once said, ”Common sense is not that mon.“ And this especially applies to the aim of this class is to make mon sense more mon, especially in the real world the end of the class, here39。s not just information that determines our wellbeing, our success, our selfesteem, our motivational level, the relationship and the quality of our 39。t introduced a new concept, which he calledhis own neologism, ”salutogenesis“.Salutogenesis: saluto(which is)health。s in a class, in a lecture, whether it is at home, whether it is for a leader in the business, for relationship, for children starting from many of you, as you are going through these “timeins” if you decide to take this class may think, “Well, is this what I39。s the time where we stop the class and you look this is literally a time of silence in a will stop for a minute or you39。s perfectly also because, and this is also the reason why the power points are always available, I want you to be engaged in the want you to be engaged in whatever it is that we are discussing in necessarily thinking about getting down every word that I say on paper, remembering everything, memorizing want you to take rather than passive notes of writing down what is on the power point or every word that I 39。t know expected you to be taller.” Taller? What? Five seven, well ok five six and a half is not enough to teach happiness? And I thought about thought about it a whole pattern from the I think I understand why they expected someone see they had to explain to themselves as well as the audience, “how e this lecture is larger than the Introduction to Economics?” And the way to explain it must be that the teacher is very outgoing, extremely charismatic, very cheerful and extrovert and of course, , there is one L missing that case, please just put your hand it39。s wonderful to be back to see you 39。s when the media became they wanted to understand wanted to understand this phenomenon that “here you have a class, that39。ll answer any the power points, as well as the videos of the classes will be be available within couple of the power points will be available before, say for this lecture it will be before so that you can use them in videos, unfortunately, cannot be made available 39。ll remember attention, better understanding of the material if you are actively engaged, as opposed to just taking down passive the class, starting next week, we39。s because over the last two years since I last taught it, I39。What was important? What should I keep and throw away?39。ll talk about it a little bit more next all happened in before 1998, our very own professor Ellen Langer did research in all these areas, bringing the humanistic spirit and bining it with the academic scientific 39。s overpromising and life, a fulfilling life, a rich life includes ups and downs, includes pain and getting up again, includes failure and getting up includes success and celebrating and losses, ups and downs, as we39。ve already known“.And this is what this class is 39。t.“ Just adding it and filling up our containers with more and more and more information, more and more 39。s managing our I said that questions are important and answers matter less, I am not ing from a point of 39。s on the organizations, on the did extremely within the large group of highly successful Harvard MBAs, he found a small group that was extraordinarily successful, more successful than the rest of group, whether in terms of ine, whether in terms of impact, whether in terms of overall quality of he wanted to identify was whywhat distinguishes this small group from the rest of the pack: very successful, but not quite as successful as that small he found only two was not their IQs that made no difference whatsoever to their longterm was not where they came from, preMBA, what they did had nothing to do with and two things along mattered in terms of determining who will be the extraordinarily successful and the rest: the first thing was the extraordinarily successful groups really believe inevent and it was held in India asked him what39。ll bee even more particular than just talking about psychology in this part of the 39。t have to give but you39。t you first need to study the other so that you can be mo