This chapter aims to introduce the development of and issues related to parent and community engagement in life education in Taiwan and Hong Kong. The development of life education in Taiwan has highly involved parent groups since the early stage. Parents, different community organisations, and school teachers have collaborated closely with each other, enabling a large number of children to have the opportunity to learn about life education. Compared with traditional teaching approaches, alternative ways of conducting life education through parent and community engagement have shown their effectiveness. Utilising various forms of school curriculum such as the Morning Light, Integrated Activity class, and other courses and services, parents join classes and accompany children through activities such as story-telling, drama acting, music, and dancing, bringing a lively atmosphere to life education as well as companionship to their children. Taking the experience of the Rainbow Family Life Education Association as an example, this chapter also discusses parent and community engagement with existing relevant research. Compared with life education in Taiwan, parental involvement in the promotion of life education in Hong Kong tends to be less systematic and there is much room for future enhancement. Copyright © 2021 selection and editorial matter, John Chi-Kin Lee, Stephen Yam-Wing Yip and Raymond Ho-Man Kong; individual chapters, the contributors.

The concept of happiness has been addressed from both philosophical and psychological perspectives. Given the possible connection between happiness and well-being, the promotion of happiness in teaching and learning and the development of ＂happy schools＂ have gained increasing attention. The present exploratory empirical study is conducted in Hong Kong and investigates the teaching of happiness in a sample of pre-service and in-service teachers. Their perceptions of teaching happiness are also compared, which may have implications for teacher education and development programmes. The results reveal that whilst pre-service and in-service teachers have different perceptions of happiness, many agree on the importance of teaching happiness and the key role of teachers, positive emotions in such teaching. The findings suggest that from the perspective of life education, more attention should be given to teaching happiness through different perspectives and strategies, including the development of happy schools.人們通常從哲學和心理學的角度來理解幸福的概念。有鑑於快樂和幸福感之間可能存在的聯繫，在教學中推廣快樂與幸福感以及發展「幸福學校」越來越受到重視。本文以香港地區教師為研究對象，以香港在職及職前教師為樣本，旨在探討快樂教學的探索性實證研究。本文比較了在職教師及職前教師對教授快樂與幸福感的看法，並討論不同的看法對教師教育和教師發展計畫的制定可能產生的影響。結果顯示，雖然職前和在職教師對快樂與幸福感有不同的看法，但多數教師都同意教授快樂與幸福感的重要性，並肯定教師的正向情緒在教授快樂與幸福感中的關鍵作用。此外，從生命教育的角度來看，教育者應多加思考透過不同的視角和策略來教授幸福，亦應考慮發展「幸福學校」。 Copyright © 2020 社團法人台灣生命教育學會.