現代社會中人類追求物質大於心靈，導致孤寂感及相關心理疾病。有些研究領域逐漸關注幸福的課題，例如經濟學、正向心理學以及政策研究。教育作為培養人類的下一代成為健全的公民，也開始重視研究如何在教育中獲致幸福。青少年的憂鬱傾向促成了幸福相關課程的發展，如英國實施的幸福課程。然而這些幸福課程之設計，卻對於何為「幸福」較無深入探究。相較於心理學，哲學從古希臘時期開始即以討論何謂幸福。本文以斯多葛學派的哲學家Lucius Annaeus Seneca的幸福觀點，提出幸福是心靈的靜慮狀態，也是至善的人生目的，透由培養理性過著合於德行的生活，並展現利他行為，方能獲致幸福。本文對教育的啟示有三，從Seneca幸福觀點將幸福作為教育目的，從個人的幸福擴展至為了全體人類之幸福，其次，Seneca幸福觀點對於幸福概念的探討與理解，也補足了心理學關於幸福理論中的疏失，第三，Seneca對於培養理性的重視以及透由教師引導的自我檢視，對於幸福課程的方法上有所建議。

Modern living style is full of loneliness and mental disease because of pursuing external materials rather than inner selves. Some research fields such as economics, positive psychology, policy research begin to focus on the study of happiness. Education, as the process of cultivating well-educated persons, is also concerned for teaching happiness. The problems of depression within adolescent promote the happiness lessons in Britain. However, the happiness lessons do not well explore what the happiness is in their theory basis. Comparing to psychology, philosophy has studied the ideas of happiness since ancient Greek. This study focuses on the Roman philosopher— Lucius Annaeus Seneca's idea of happiness. Seneca takes happiness as tranquility of mind and the highest good in human life. We have to develop reason and cultivate virtues to live a happy life. Besides, Seneca emphasize on altruism in achieving happiness. There are three implications on education from Seneca’s idea of happiness. Firstly, it broaden the aim of education from which was concerned about individual to all human beings. Secondly, Seneca’s idea of happiness mends the theories defects of lacking complete explanation of happiness and virtues within psychology. Thirdly, Seneca’s emphasis on developing reason and his method of self-examination with mentors’ help offer useful suggestions to Ian Morris’ happiness lessons.

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