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Article analysis:

The article discusses a new school being built near Chennai, India, which focuses on teaching children how to be happy rather than just learning skills. The founders of the school come from an entrepreneurial background and believe that happiness is the foundation on which great lives and achievements are built. The campus is designed to support the goal of cultivating happiness, with a layout mimicking that of a village. Students will decide what they want to learn themselves and pursue learning through experience, with faculty acting as coaches and mentors.

While the idea of focusing on happiness in education is intriguing, the article lacks critical analysis and presents a one-sided view of the school's approach. There are several potential biases in the article, including a bias towards Western philosophy versus Eastern philosophy. The article suggests that Western philosophy believes that environment controls happiness while Eastern philosophy believes that individuals control their own happiness through their minds. This oversimplification ignores the complexity of both philosophies and presents them as mutually exclusive.

The article also makes unsupported claims about traditional schools' priorities being solely focused on knowledge acquisition without considering character development or personality. While this may be true for some schools, it is not accurate for all schools worldwide.

Additionally, there are missing points of consideration in the article. For example, there is no discussion about how students will be assessed or evaluated in this new school model. It is unclear how students will demonstrate their learning or how their progress will be measured.

The article also lacks evidence for some of its claims. For instance, it cites a Harvard study that found strong relationships are key to a happy life but does not provide any details about the study's methodology or results.

Furthermore, unexplored counterarguments could include concerns about whether this approach prepares students adequately for standardized tests or college admissions processes. Additionally, there may be concerns about whether this approach provides enough structure and guidance for students who may struggle with self-directed learning.

Overall, while the concept of teaching happiness in schools is intriguing, the article lacks critical analysis and presents a one-sided view of the school's approach. It would benefit from exploring potential counterarguments and providing more evidence to support its claims.