Abstract:

Throughout the 20th century, most academic training and training programs for profes-sional managers and economists worldwide have been based on Economics textbooks. The most important section of these textbooks is devoted to the economic growth. As a rule, economic growth is studied from the point of view of macroeconomic models of growth (key model: Cobb–Douglas model, Keynesian models of economic growth, Harrod–Domar model, the Solow–Swan model, Mankiw–Romer–Weil model, model of Jan Tinbergen and oth.) and institu-tional growth models (model of Gunnar Myrdal, Schultz-Becker model, Douglass North model, Acemoglu-Robinson model and oth.)

Traditionally in the educational literature, it is implied that economic growth should lead to increased happiness of people. Questions related to the study of the role of economic growth in human happiness, factors influencing this role, indicators of happiness in the context of eco-nomic growth, peculiarities of interdisciplinary interaction of economics and other sciences in happiness research are completely ignored.

At the theoretical and applied levels, all these questions have already found their answers, but this is not reflected in educational programmes.

The author of the article proposes to include in academic programs of training of future economists and managers a section devoted to the economics of happiness. At the same time, the author 's methodology of the presentation of this educational material is proposed, including the history of the development of the issue and the key theoretical approaches that have developed at the moment in science.

Keywords:

Professional training of managers and economists, economics of happiness, economics of growth, methodology of teaching economics of happiness.