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The idea of happiness boomed in the public as well as in the academic domain over the last decade and has not reached its peak yet. However, the understanding of happiness (understood as eudaimonia) as being the utmost goal of human beings is hardly new. Philosophers have discussed this topic, under various terms, throughout history. One of the most recent philosophical concepts has been conducted by Wilhelm Schmid in his book Philosophie der Lebenskunst [Philosophy of the Art of Living], which is a theory about the good and beautiful life from a modern perspective under consideration of the philosophical history of this topic. Martin Seligman presented the "happiness formula" in his book Authentic Happiness in 2002 and research about happiness, subjective well-being and lifesatisfaction (among others) began to form the field of positive psychology. This article provides a critical comparative analysis of philosophical concepts of the art of living (with focus on Schmid's concept Lebenskunst) and positive psychological research from an educational point of view. It will explore the extent of common ground between these disciplines, where they differ, and where they might be complementary. It will also highlight aspects which are important for an educational approach to the art of living, the good life and teaching happiness in classrooms, which I consider to be of high importance for the future and development of education, teaching and schooling.

This article will engage with theories about the art of living and the good life, especially Schmid's concept "Lebenskunst", as well as with relevant findings of positive psychology research from an educational point of view. An argument will be made for the importance for education to refocus on the lives and living circumstances of our students, and the contribution an art of living can make to education. It will be shown that a shift of the educational focus in theory and practise is necessary, away from being mainly economical driven to a more comprehensive understanding of education and Bildung that includes not only social and economical considerations, but also other important aspects of human life and well-being.

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