Tony Wagner, a life-long educator and the author of Creating Innovators and The Global Achievement Gap, and Ted Dintersmith, a venture capitalist and the executive producer and funder of the documentary Most Likely to Succeed, argue that schools are stifling

“We should simply try to make the world as happy as possible” (P.333). That this principle might serve as a universal moral philosophy is one of the central claims in Joshua Greene’s book, Moral Tribes: Emotion, Reason, and the Gap

 Educators have long known that students’ emotional experiences greatly impact their learning. Dr. Mary Helen Immordino-Yang offers a neurobiological account of why this may be the case. In Emotions, Learning, and the Brain: Exploring the Educational Implications of Affective

Happiness, comfort, and mindful attentiveness to one’s surroundings seem like states we should all desire. Yet, Todd Kashdan and Robert Biswas-Diener warn that these psychological states alone are unlikely to lead to professional achievement and personal satisfaction. Rather, we should

“Contradict yourself!” Scott Barry Kaufman, scientific director of the Imagination Institute at the University of Pennsylvania, and Carolyn Gregoire, senior writer at the Huffington Post, offer that valuable piece of advice to those seeking to be creative. Their new book

To better serve more students and encourage creativity, inquiry, a diversity of skills, and the ability to live a fulfilling life, we need teachers, principals, and policy makers to charge forward with the revolutionary idea of personalized and holistic learning.

How might we encourage more curiosity among young people and particularly among those with lower levels of curiosity? How might we make their minds intellectually hungry? Susan Engel, a senior lecturer in psychology and the director of the program in