Impacto de la Educación en la Felicidad. Revisión Sistemática

In recent decades, "happiness" has become a fashionable topic in the media and public discourse (Guilherme & de Freitas, 2017), as well as an object of research by philosophers, economists, psychologists, sociologists, etc. educators, among others; coming to position itself as an interdisciplinary field of study. Etymologically, happiness from lat. felicĭtas,-ātis, is understood as the “state of pleasant spiritual and physical satisfaction”, also as the “person, situation, object or group of them that contribute to making one happy” or as the “absence of inconveniences or setbacks” (Royal Spanish Academy, 2020).Philosophers consider it to be a "good" and often also a "purpose". In this sense, happiness is the highest good (eudaimonia); that, from Theology, according to Saint Augustine that supreme good is God (Ferrater, 1964) and, on the other hand, happiness “is a concept that belongs to the understanding; not as the end of any impulse, but as that which accompanies all satisfaction” (Ferrater, 1964, p. 641). For Eastern philosophies, happiness refers to pleasure and tranquility in body and soul, to harmony free from improper desires (Rahayu & Harmadi, 2016).During the nineteenth century, many economists wrote about happiness in terms of utility as a characteristic of a thing that can generate happiness or pleasure or, on the contrary, unhappiness or pain; holding that "by maximizing utility, well-being is maximized" (De los Ríos Giraldo, 2016), it means that the highest degree of happiness responds to a higher level of income of the individual. Rahayu & Harmadi (2016), show that Easterlin's studies in 1970 indicate that income and happiness have a positive relationship at a given moment, but not over time; in other words, the increase in happiness does not necessarily respond to an increase in income (Easterlin's Paradox).