Happiness is a large idea. It looms enticingly before us when we are young, delivers verdicts on our lives when we are old, and seems to inform a responsible engagement with children. The question is raised: do we want this idea? I explore a distinction between rich and poor conceptions of happiness, suggesting that many sceptical arguments are…

The "enhancement agenda" in educational policy is based on the idea that "something affective", which supports and improves learning, can be a) measured and b) enhanced. This idea is explored, and it is argued that the identity of the "something" that the enhancement agenda seeks to enhance is fatally obscure, as is the idea of measurable…

The universalist argument that all children should be educated in inclusive mainstream schools, irrespective of their difficulties or disabilities, is traced to the claims (a) that special schools and disability "labels" are inherently humiliating, and (b) that no decent society tolerates inherently humiliating institutions. I ask (following…

Pervasive though it is in modern life, the concept of self-esteem is often viewed with distrust. This paper departs from an idea that was recently aired by Richard Smith: that we might be better off without this concept. The meaning of self-esteem is explored within four homes: the self-help industry, social science, therapy and education. It is…