This commentary presents the author's response to an article published in the last version of "Kairaranga" entitled "Schooling for Happiness: Rethinking the aims of education," written by Dr. Tom Cavanagh. He found it refreshing to read Cavanagh's article that focuses educators' energies onto re-visiting the wider socio-cultural goals of education. The article tries to move educators' thinking beyond current concerns focused on accountability of teachers and students to meeting specific achievement standards and curriculum objectives. While these concerns are certainly appropriate and important, and deserve the careful attention they are now receiving from educational professionals and the media, Cavanagh's article reminds educators that they may be losing sight of much of the wider educational picture. Key pointers to increasing the responsiveness of nation's educational aims and goals are found in Cavanagh's pleas for the central positioning of caring, respectful and inclusive relationships within classroom and school learning communities. Tom Cavanagh's article leads educators to think not just about defining specific curriculum aims and goals, and assessing students' progress towards these, but to think also about the nature of the classroom and school contexts they need to create, and the part that these contexts play in shaping learning and behaviour appropriate to those aims and goals. The article also provides educators with a timely reminder to examine the short-term as well as the long-term goals they set for themselves and for their students.