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The purpose of this study is to explore whether happiness is the ultimate goal of higher education. In order to discuss this article systematically, four research questions are addressed. First, what are the concepts and principles of happiness in terms of religion and philosophy? Second, what are significant factors of happiness? Third, what are physical happiness and spiritual happiness? Last, is happiness indeed the ultimate goal in higher education? The research questions are defended through a descriptive analysis, with a cross cultural approach. As for the limitations of the study, happiness is focused on the lenses of the Eastern and the Western philosophical and religious aspects related to conventional higher education, especially South Korea and Canada. The Eastern aspect is limited to Buddhism and Confucianism, whereas the Western aspect is focused on ancient Greek philosophy and Christianity. Specifically, the study is mainly focused on not merely Buddhist Sutras and Confucius' and Mencius' classics, but Plato's and Aristotle's philosophical works and Christian "Scriptures" ("The Bible"). This article focuses on the notions and principles of happiness in terms of religion and philosophy. Lastly, higher education is focused on the lenses of South Korea and Canada. The significance of this study is to provide basic theories and useful resources regarding happiness for educational theorists and practitioners in the world.

This article is to explore whether the achievement of moral character is the ultimate goal of higher education from a cross cultural approach. To discuss this study logically, three major research questions are addressed. First, what are the concepts of moral, ethics, and character? Second, what is the achievement of moral character from the Eastern and the Western perspectives? Third, what is the role of higher education for the achievement of moral character? To defend these research questions, the author uses a descriptive content analysis method, with a cross cultural approach. In order to explore the questions, the researcher in this study sets several limitations. Moral character is generally limited to the ancient Greek philosophy and Judeo-Christianity as well as to the classical Chinese thought and religion. Specifically, the study is mainly focused on not only Plato's "Republic" and Aristotle's "Nicomachean Ethics," but Confucius' "Analects" and Mencius' "Scripture (The Works of Mengzi)." Additionally, this paper also adjusts the lenses on moral theories, especially moral character, cardinal virtues, social harmony, and the common good. Lastly, higher education is focused on the lenses of Canada and South Korea. The significance of this study is to provide basic theories and valuable resources about moral and character education for educational theorists and practitioners, finding the theories of moral and ethics in the Eastern and the Western thoughts and religions.

This article discusses whether social success is the ultimate goal of higher education from a cross cultural approach. To review this study logically, three research questions are addressed. First, what are the concepts of success and social success? Second, for whom and what is social success? Last, is social success indeed the ultimate goal in higher education? The research questions will be defended through a descriptive analysis, with a cross cultural approach. As for the limitations of the article, social success is focused on the lenses of the Eastern and the Western perspectives in conventional higher education, especially Canada and Korea. The Eastern aspect will be limited to Confucianism and Taoism, and the Western aspect will be focused on hedonism and mammonism on the basis of the ancient Greek philosophy and Christianity. The significance of this article is to provide valuable resources and useful information for global education theorists and practitioners regarding the ultimate goal in higher education and social success.

The purpose of this study is to explore the happiness principles and educational thoughts of Buddha and Laozi. The significance of the study is to provide the basic theories and the worthy resources of contemporary and future education, especially happiness education and moral education, for educational theorists and practitioners in the world. To discuss the paper systematically, three research questions are addressed. First, what are the happiness principles of Buddha and Laozi? Second, what are the educational thoughts of Buddha and Laozi? Third, what are significant similarities and differences between the two sages? In order to defend the research questions, a descriptive content analysis method will be used with a comparative approach. As for the limitations of the study, the principle of happiness is mainly discussed from a viewpoint of ethical philosophy, and the thought of education is reviewed from the perspective of happiness or moral education. This position paper is focused on the "Dhammapada," the "Dhammacakkappavattana Sutta" of Buddha, and on the "Tao Te Ching" of Laozi. The writer in the study intends to use modern English second resources as well as the classical Chinese language. Based on the research results, the author asserts that the current society centered on highly scientific and pragmatic knowledge may be thrown into confusion or despair, unless we encourage intuitive and holistic education approaches which Buddha and Laozi suggested in their scriptures.

The purpose of this paper is to investigate the happiness and education principles of St. Augustine and Mozi through the primary and the secondary language resources. To review the paper logically, three research questions are addressed. First, what are the happiness principles of Augustine and Mozi? Second, what are the educational principles of Augustine and Mozi? Third, what are significant similarities and differences between the two sages? In order to defend the research questions, a descriptive content analysis method will be used with a culturally comparative approach. As for the limitations of the paper, the principle of education is mainly discussed from a viewpoint of educational philosophy. The principle of happiness is also reviewed in terms of moral and political theories. This academic paper is mainly focused on "The Canon of Mozi," on "The City of God," and "On Christian Teaching" of St. Augustine. The author in the paper intends to utilize modern English second resources as well as the classical Chinese and Latin primary languages. Finally, the author concludes this position paper with the suggestion of future research. The significance of the study is to provide the basic theories and the valuable resources of contemporary and future education, especially happiness, moral, religion, pragmatic, or multicultural education, for educational theorists and practitioners in the world in the aspect of the mutual understanding of the Eastern and the Western cultures.

The purpose of this study is to investigate the educational philosophy and the happiness principle of Plato and Mencius. To discuss the study systematically, three research questions are stated. First, what is the educational philosophy of Plato and Mencius? Second, what is the happiness principle of Plato and Mencius? Third, what are significant similarities and differences between Plato and Mencius? In order to defend the research questions, a descriptive content analysis method will be utilized with a cross culturally comparative approach. As for the limitations of the study, the principles and aims of education are mainly discussed from a standpoint of educational philosophy. The principles of happiness are also reviewed in the aspect of moral and political theories. This article is mainly focused on the Works of Mencius, and on the Republic of Plato. The author in this article intends to use modern English second resources as well as the classical Chinese and Greek primary languages. Finally, the researcher concludes this study with the suggestion of future research. The significance of the study is to provide the basic theories and worthy resources in contemporary education, especially moral or happiness education, for educational theorists and practitioners in the world in the aspect of the mutual understanding of the Eastern and the Western cultures.

The purpose of this article is to investigate the happiness principles and the educational aims of Confucius and Thomas Aquinas. To discuss this study logically, three research questions are addressed. First, what are the principles of happiness of Confucius and Thomas Aquinas? Second, what are the aims of education of Confucius and Thomas Aquinas? Third, what are significant similarities and differences between Confucius and Thomas Aquinas? In order to defend the research questions, a descriptive content analysis method will be used with a cross cultural approach. As for the limitations of this study, the principles of happiness are mainly discussed from the aspects of earthly life and of afterlife. The aims of education are limited to individual and social purposes. This paper is mainly focused on "The Analects" of Confucius, and on "The Summa Theologica" of St. Thomas Aquinas. The significance of the study is to provide the basic theories and valuable resources of happiness education and religion education for educational theorists and practitioners in the world in terms of the mutual understanding of the Eastern and the Western cultures. The findings of this study are: Confucius' view on happiness principles is morally anthropological and pragmatic, whereas Aquinas' view is piously theological and metaphysical; and in the aspect of educational aims, Confucius has a morally human view, while Aquinas has a religiously theological view.

This article examines why universities need either happiness education or religion education. To discuss this study systematically, four research questions are stated. First, what are the concepts of religion and happiness? Second, what is the relation between religion and happiness? Third, why do universities need happiness education or religion education? Last, what are the implications for Korean universities? In order to defend the research questions, a descriptive content analysis method will be utilized with a cross cultural approach. As for the limitations of this study, the subject of happiness is adjusted the focus of two lenses of religion and education. The field of religion is limited to three major religions, such as Buddhism, Confucianism, and Christianity, which greatly influencing Korean religion and culture. This paper is especially focused on "The Analects" in Confucian Classics, "Dahmmapada" in Buddhist Sutras, and "The Gospels" in the Christian Bible. Additionally, education is directed the lens to South Korean higher education. One of research results is that educational administrators and policy makers in Korean higher education should design "Teaching & Research Happiness Frameworks," providing useful "happiness curricula" and "religious programs" for their students to boost their life satisfaction and well-being.

The purpose of this study is to examine the relevance between religion and happiness in the aspect of Korean higher education. To review this paper logically, three research questions are addressed. First, is religion able to provide happiness for people? Second, what is the relevance between religion and happiness in the aspect of Korean higher education? Last, what are the implications of religion for happiness education in South Korean universities? In order to defend these questions, a descriptive content analysis method will be utilized with a cross cultural approach. As for the limitations of this study, religion is limited to four major religions, such as Confucianism, Buddhism, Taoism, and Christianity, which historically influencing Korean society and culture. In particular, the study is focused on The Great Learning in Confucian Classics, Dhammapada in Buddhist Sutras, Tao Te Ching in Taoist Sutras, and the Proverbs in the Old Testament in the Christian Bible. Additionally, education is mainly centered on South Korean higher education. The significance of this study is to provide not only basic theories but also useful resources regarding happiness education related to religion for educational theorists and practitioners. One of research results is that Buddhism and Christianity in contemporary Korea as two major religions not only have contributed to Korean society and culture, but have led Korean private tertiary institutions. In addition, Korean elite/higher education on the basis of religion has been a significant means to come up to the way of happiness as well as to open the door of social success.

This paper is to review what is happy death from the perspective of happiness education. To discuss this study logically, four research questions are addressed. First, what is the concept of human death? Second, what are life and death from the Eastern and the Western religious viewpoints? Third, what is happy death in terms of happiness education? Last, what are the implications of happy death for Korean higher education? To defend these research questions, a descriptive content analysis method will be used, with a cross-cultural approach. In order to discuss the questions, this paper is defined as the following: happy death is limited to Buddhism, Confucianism, Taoism, and Christianity. In particular, this paper is mainly focused on Suttanipata and Dhammapada in Buddhist Sutras, Analects and Mencius in Confucian Classics, Tao Te Ching and Zhungzi in Taoist Scriptures, and the Old Testament and the New Testament in the Christian Bible. The significance of this study is to provide basic theories and useful resources regarding happiness education for educational theorists and practitioners, finding the theories of happy death in the Eastern and the Western religions. Based on the results of this study, as Zhuangzi's saying, what has made one's life a good will make one's death also a good. That is, happy death depends closely or entirely on happy life. Finally, the author wishes that this academic paper would provide educational practitioners and theorists with basic theories and useful resources for happiness education and death education.

The purpose of this paper is to review the pedagogy of happiness and death from the perspectives of Buddhism and Christianity. To discuss this study logically, three research questions are addressed. First, what are the concepts of happiness and death? Second, what is the relevance between happiness and death? Last, what are the meanings of happiness and death in the aspect of pedagogy? To defend the research questions, the author utilizes a content analysis method with a cross cultural approach. As for the limitations of the study, happiness and death are focused on the lenses of Buddhism and Christianity, particularly the Suttanipata in the Buddhist Sutras, and the Ecclesiastes in the Old Testament. The significance of this study is to provide the valuable resources and basic theories of happiness education for global education theorists and practitioners, finding meanings of happiness and death in the aspect of pedagogy. Based on the research results of this study, the author suggests that future higher education should strengthen death and happiness education. For future study, it is recommended that this study should be empirically undertaken to explore death and happiness issues in different cultures with quantitative or qualitative research methodology. Finally, the researcher wishes that this paper would provide basic theories and valuable resources regarding happiness and death education for global education practitioners and theorists.

The purpose of this paper is to discuss whether higher education is a necessary good or evil from the perspective of happiness education. To review the paper systematically, four research questions are addressed. First, what is the purpose of higher education? Second, is higher education a necessary good? Third, is higher education a necessary evil? Last, what is an ideal aim of future higher education? To defend the research questions, the author uses a descriptive content analysis method, with a cross cultural approach. To argue these questions clearly and limitedly, this paper is defined as follows: higher education is limited to contemporary Korean higher education; and happiness education is reviewed from the perspectives of western and eastern classical standpoints, particularly, the classical Greek philosophers and the classical Confucian thinkers. Based on the research results of this study, the author suggests that Korean higher education for future generations should strengthen healthy moral education and philanthropical cosmopolitanism education, with utilitarian education. For future study, it is recommended that this study should be empirically undertaken to explore the moral values and utility values of higher education in Korean society with quantitative or qualitative research methodology. Finally, the researcher hopes that this position paper will provide basic theories and valuable resources regarding happiness or moral education for the educational practitioners and theorists of the world.

This paper discusses the relevance between social success and happiness in Korea from the perspective of Korean higher education. To review this study systematically, three research questions are stated. First of all, what is social success? Second, is social success able to provide happiness for us? Last, what is the relevance between social success and happiness in terms of Korean higher education? To defend the questions, the researcher uses a content analysis method with a cross cultural approach. As for the limitations of the study, social success is focused on the lenses of social, econo-political, and educational aspects in contemporary Korean society and higher education. The significance of this study is to provide valuable resources and basic theories for global education theorists and practitioners, finding relevance between social success and happiness in Korean society and higher education.

This article discusses relevance between education fever and happiness from the viewpoint of Korean higher education. To review this study systematically, three research questions are addressed. First, what is education fever from the viewpoint of the Korean people? Second, what are relations between education fever and happiness? Last, can education fever make a happy life? In order to defend the questions, the researcher utilizes a content analysis method. As for the limitations of the study, education fever will be discussed in terms of contemporary Korean higher education. The significance of this study is to provide valuable resources and basic theories regarding education fever and happiness for the contemporary policy makers and theorists of the West and the East, finding relevance between education fever and happiness in Korean higher education. One of research results of this paper is that education fever in Korea has sometimes provided the minority of Koreans who belong to the lower social class with an opportunity to upgrade socio-political position through higher education. On the contrary, the majority of Koreans have rarely attained their socio-economic success through higher education. Therefore, Koran education fever has not made a happy life to all of Koreans. For future study, it is recommended that this study be broadly undertaken to examine the merits of education fever in East Asian countries such as Korea, China, and Japan. Finally, the author insists that excessive education fever should be appropriately controlled by parents, societal cooperation, and national policy for a healthy individual and a harmonious society.

The purpose of this article is to examine why a university should teach happiness and wisdom from religious perspectives. To explore this paper systematically, three research questions are addressed. First, why higher education institutions should teach happiness? Second, why higher education institutions should teach wisdom? Third, how ethical approaches may be handled systematically in Korean higher education for teaching happiness and wisdom? To defend the questions, the researcher uses a descriptive analysis method, with a cross cultural approach. The limitations and procedures of this study are as follows. This study is focused on happiness and wisdom in the Bible of Christianity and the Sutras of Buddhism, especially the Proverbs in the Old Testament and the Dhammapada in the Buddhist Sutras. And then, contemporary Korean higher education is limited to discuss about teaching happiness and wisdom. One of research findings of this study is: the policy makers and administrators of Korean higher education should consider planning a new curriculum centered on ethical or moral education as well as oriented on highly scientific technology or knowledge to overcome barriers and difficulties in the Fourth Industrial Revolution Age. For future study, it is recommended that this study be undertaken to explore the merits of sages' teaching in the classics or religious scriptures of the East and the West.

The purpose of this paper is to discuss relations between happiness and ethical values in higher education, focusing on the need for the university to pursue happiness and ethical values. To examine the paper logically, four research questions are addressed. First, what are general concepts of happiness and ethical values? Second, why higher education pursues happiness? Third, why ethical values in higher education are important in the midst of the 4th Industrial Revolution era? Last, what are significant factors and norms for building happiness and ethical values in Korean higher education from the perspective of the Fourth Industrial Revolution? To defend the questions, the author uses a descriptive content analysis method, with a cross cultural approach. In addition, to review this paper clearly and limitedly, this article is defined as follows: higher education is limited to current Korean higher education in the 4th Industrial Revolution era; ethical values are confined Korean Confucian values; and happiness is reviewed from the perspectives of western and eastern classical standpoints, particularly, not only Christian Scriptures and Hindu-Buddhist Sacred Books, but also the classical Greek and Chinese thoughts. Based on the research results of this study, the author suggests that happiness and ethical values are important factors and norms to cope with the new emerging industrial revolution age. For future research, it is recommended that this research be broadly undertaken to explore the merits of educational, philosophical, and religious thought in the classics of both worlds.

The purpose of this study is to explore the importance of ethical value in higher education as well as the relevance between ethical value and higher education. In order to examine the study logically, three research questions are addressed: First, what is value, ethical value, and Asiatic ethical value? Second, for whom and what is higher education? Last, what is the relevance between Asiatic ethical value and Korean higher education? To defend the research questions, the researcher uses a descriptive content analysis method, with a cross cultural approach. In addition, to review this study clearly and systematically, the study is defined as the following: higher education is limited to contemporary Korean higher education, and ethical value is confined within Asiatic value on the basis of Korean Confucianism. One of research findings of this study is: Asiatic ethical value is regarded as the ethical value affecting Asian people's culture, especially on the basis of Confucian culture, and it is related to the traditional Confucian ethics, whose emphasis on mainly self-cultivation, social harmony, and political righteousness. For future research, it is recommended that the study be undertaken to explore the ethical codes of research as well as the ethical norms of university administration.

The purpose of this paper is to discuss the concepts and principles of happiness shown in the Bible and Tao Te Ching for implications in higher education. To review the paper systematically, three research questions are addressed. First, what are happiness concepts and principles in the Bible? Second, what are happiness concepts and principles in Tao Te Ching? Third, what are the implications of happiness concepts and principles for higher education in terms of moral education? The questions will be defended through a descriptive analysis, with a cross cultural approach. As for the limitations of the paper, happiness themes will be restricted to the Bible and to the Tao Te Ching. Particularly, in the Christian Bible, the Proverbs of Solomon and the Ecclesiastes (The Preacher) in the Old Testament will be analyzed. Higher education is mainly discussed in contemporary Korean higher education in the aspects of moral education. The findings of this paper are: First, the significant principles of happiness in the Proverbs and the Ecclesiastes are to fear God, to seek wisdom in God, and to enjoy your portion in this life in the Lord; Second, the core principles of happiness in Tao Te Ching are "doing nothing" and "returning primordial nature or rustic life" based on the Way ("Tao") and virtue ("Te"); Third, both Christian and Taoist happiness theories stress altruistic common good and naturalistic life style. Thus, the happiness theories can be useful alternatives to rebuild moral education in current Korean higher education.

The purpose of this study is to explore not only the principles and aims of education, but also the concepts and principles of happiness in ancient Asian wisdom, especially Indian and Chinese classics as well as religious sutras. In order to investigate this article systematically, three research questions are addressed: First, what are educational principles and aims of the Upanishads and the Brahma-Sutras vs. the Analects and the Mencius? Second, what are happiness concepts and principles of Bhagavad Gita vs. Tao Te Ching? Last, what are significant similarities and differences of education and happiness appeared in ancient Indian and Chinese classics? To defend the above three research questions, the researcher utilizes a descriptive content analysis method, with a cross cultural approach. One of findings of this study is: the Gita provides happiness concepts spiritual, religious, and pragmatic, while the Tao Te Ching offers happiness ones naturalistic, ethical, and metaphysical. Based on the research results of the study, the author suggests that the principles and concepts of happiness as well as the principles and aims of education may seem to impart the useful resources and valuable theories of happiness or well-being education to contemporary educational practitioners and theorists in order to establish the sound morals of individuals, societies, and nations. For future research, it is recommended that the study be broadly undertaken to investigate the merits of educational, philosophical, and religious thought in the classics of both worlds.

The purpose of this paper is to investigate the relations between education and happiness from the perspectives of the West and the East, especially Buddhism and Christianity as well as classical Greek and Chinese great thinkers. In order to examine this study systematically, three research questions are addressed as follows: First, what are educational principles of Confucius and Mencius vs. Aristotle and Plato? Second, what are happiness principles of Buddhism and Christianity? And third, what are the relations between education and happiness in the philosophical and religious aspects? To defend the research questions, the researcher uses a descriptive analysis method, with a cross cultural approach. The author provides only basic theories to understand two significant factors of happiness or well-being studies from the lenses of the West and the East for the educators and theorists of both worlds. The author suggests that such a study should be deeply and diversely researched by various research methodologies in the future. In addition, wisdoms and theories of the two worlds should be grafted on another, and new paradigms of happiness or well-being studies should be drawn through the future studies.

This article explores what the ultimate purpose of university education is, and whether a university is indeed a golden key for a happy life. Two research questions are addressed as follows: for what the young study in a university?; and a university, is it a golden key for happiness? To defend the research questions systematically, the author uses a descriptive content analysis method with a cross cultural approach. The first research question is discussed from three perspectives: teleological, ontological, and pragmatic. And the second research question is focused on a positive role of university education from standpoints of individual, social, and national. As the result of this study, the author evaluates university education as a significant determinant which provides not only opportunities and rewards to pursue utility and to cultivate oneself for an individual, but also chances and benefits to promote culture, economy, and national competitiveness for a society and a state. Focusing on the positive side of university education, the author judges that a university may be a golden key to open the triple doors, namely, individual happiness, social welfare, and national prosperity.

This study examines the role of religion in Korean elite and higher education during the premodern and modern periods with descriptive analysis. The study focuses on the contribution of Buddhism and Confucianism to premodern elite education in Korea, particularly the interaction between Confucianism and Christianity with modern higher education in Korea and on the role of religion in current Korean higher education through descriptive analysis. Buddhism and Confucianism were either primary or secondary key institutions in informal and formal Korean elite education during the early and medieval times. Christianity had a significant impact on modern higher education in Korea through its role in harmonizing the religious and educational tradition of Confucianism. Now, Christianity and Buddhism play active roles in private institutions, whereas Confucianism is a core factor of organizational culture in higher education.

This article examines particular aspects of higher education during the late Korean Choson period with descriptive analysis. The context of Roman Catholicism and Protestantism between the early 18th and the late 19th centuries is presented. Also examined is Christian higher education during these two centuries. The impact of Christianity on Korean higher education concludes the discussion. The research result is that Christianity has played a significant role not only in the development of religious schools but also in the building of organizational culture in contemporary Korean higher education. Since the traditional Confucian ethics and values which stressed ethical obligations were essentially the main factors of social organizational culture, Christian missionary educators did not eliminate Confucian norms and traditions at their institutes. They attempted to harmonize the values of Christianity and Confucianism. Confucianism has not established Confucian higher education institutions, and therefore Christianity as a representative religion has led the private colleges and universities in current Korean higher education. Therefore, the author concludes that the characteristics of organizational culture in Christian higher education were formal authoritarianism and traditional collectivism based on Confucian moral norms, as well as open democratism and Western individualism based on Christian paradigms. These two paradigms have become the most significant factors that dominate organizational culture in current Korean higher education.

The purpose of this paper is to introduce the transition of Korean education reform and to weigh Korean experience and achievement in contemporary higher education. The paper first of all illustrates a historical perspective on higher education in light of educational reform. Secondly, this study reviews the achievements of Korean higher education liking to economic development. Thirdly, the author examines educational enthusiasm as a main factor for the development of Korean higher education. Finally, the current national policy of Korean higher education is discussed. The author evaluates that between the 1960s and the 1970s a modernization doctrine and a human capital theory, as a link of policy for manpower demand and supply, were accepted by policy makers of the government and brought about the national economic development and individual's income increase. In addition, from the early 1980s until the present time, Korean higher education has been drastically increased in the aspects of manpower requirement and social demand due to the diversity of industrial and social structure as well as Koreans' educational zeal. Although Korea has already achieved universal higher education, the quality still lags behind its international competitors'.