June Gruber’s Science of Happiness course doesn’t map the way to unmitigated joy; on the contrary, the science of emotional wellness is more nuanced, and her students are sharing this message outside the classroom

The Declaration of Independence famously extols the “pursuit of happiness.” But what, exactly, is happiness, and how should one pursue it? Also, should we even view it as something to be pursued?

Those questions underlie countless magazine articles, TV documentaries and self-help courses. More rigorously, they’re the focus of a popular Science of Happiness course taught by June Gruber, a professor of psychology at the University of Colorado Boulder.

Gruber’s course does not unfold a map to unmitigated delight. Rather, Gruber’s course pores over the developing research—some of it Gruber’s own—that reveals a more nuanced view and even a “dark side to happiness.” The course also asks students to summarize and share the science of happiness for “outreach” to general audiences.

 

June Gruber (front row left, checked blazer) and her Science of Happiness students pause for a class photo on the last day of the semester. (Photo: June Gruber)

As Gruber has shown in her peer-reviewed research, a TEDx talk and this CU Boulder course, it is not that happiness is bad. Rather, evidence suggests that happiness is one of several human emotions to which people should be open, and excesses of apparent happiness can signal problems such as mania (or bipolar disorder), excessive spending, problem gambling or high-risk sexual encounters.

Perhaps counterintuitively, Gruber cites a growing body of evidence that the act of pursuing happiness can leave the pursuers, paradoxically, less happy. They report being less able to be emotionally present in moments that could be happy, and they are more likely to experience mood difficulties and anxiety. That’s one “dark side” of happiness.

New evidence for old advice

As it happens, modern science reflects ancient wisdom. In the final class of her spring 2025 semester, Gruber showed her class a quotation from the Rev. Dr. Martin Luther King Jr., who said, “Those who are not looking for happiness are the most likely to find it, because those who are searching forget that the surest way to be happy is to seek happiness for others.”

The English philosopher John Stuart Mill, whom Gruber quotes, said, “Those only are happy who have their minds fixed on some object other than their own happiness: on the happiness of others, on the improvement of mankind, even on some art or pursuit, followed not as a means, but as itself an ideal end. Aiming thus at something else, they find happiness by the way.”

And that “pursuit of happiness” phrase from the Declaration of Independence was lifted from the philosopher John Locke, who said the “highest perfection of intellectual nature lies in a careful and constant pursuit of true and solid happiness; so the care of ourselves, that we mistake not imaginary for real happiness, is the necessary foundation of our liberty.”

Locke himself was influenced by Aristotle and Epicurus, who viewed happiness as a laudable goal but who defined happiness as leading a purposeful and contemplative life. Happiness, Aristotle said, “is the meaning and the purpose of life, the whole aim and end of human existence.”

Gruber discusses this older concept of happiness, sometimes called eudaimonic wellbeing, vs. hedonic wellbeing. Unlike purposeful and meaningful experiences, hedonic pleasures, which tend to be those people in Western societies equate with happiness, are peak experiences, like watching a stunning sunset or blissing out to the “Ode to Joy.”

Putting lessons into practice

In addition to reviewing researchers’ findings and ruminating on ancient wisdom, students in the Science of Happiness course (PSYC 4541) complete weekly “science-to-life” exercises, which apply the theories and practices learned in class to everyday existence.

For instance, students kept gratitude journals, performed random acts of kindness and completed the UPenn Authentic Happiness Inventory. Students also took “awe walks,” in which they visited novel, physically vast spaces and observed their surroundings mindfully.

Beyond the exercises and coursework, the students also have done outreach projects, the goal of which is to share the science of happiness outside the classroom and in the broader community.

One student, Franco Devecchi, produced a flyer highlighting research on the potential benefits of music therapy for those with autism. The flyer cites studies showing evidence that music therapy can strengthen autistic individuals’ sense of well-being, helping them feel more confident, accommodated and socially acceptable.

Devecchi conversed with people in campus buildings in which he distributed the flyers. In one case, Devecchi spoke with another person with autism, recalling, “We bonded over how developmentally important music was for us growing up and discussed the gap in research when it comes to autistic adults!”

Another student, Indiana Wagner, completed an outreach project on the intersection of awe, psychedelics and well-being. Wagner made a presentation to Naropa University’s Intro to Psychedelics Studies course.

Wagner noted that the transformational mechanisms of awe (which can foster happiness) “have a lot of crossover with the transformational mechanisms of the psychedelic experience.”

Wagner added, “Both awe-inducing experiences and psychedelic experiences have the ability to create a sense of ‘mystical experience,’ which can be followed by these transformations; there's a lot of interesting literature, particularly within Johns Hopkins University, on the mystical experience from psilocybin being associated with positive changes.”

Wagner said many of the Naropa students seemed very interested after the presentation and asked questions relating to the subject of awe, how to incorporate it, practice it and Wagner’s own experiences with it.

And student Kate Timothy produced an outreach project on the relationship between sleep, happiness and well-being. Timothy, who completed an honors thesis about sleep disruptions and their effect on Alzheimer’s biomarkers, wanted to further understand how sleep affects well-being and share that knowledge with others.

She developed a trivia event for college students in which the questions focused on how to improve sleep and thus happiness. Timothy is a dormitory worker, and her audience was the dormitory population. “I just asked students as they went by some trivia questions and also passed out some chocolate prizes,” she said. “It was a fun and easy way to get important information about sleep to my peers!”

Gruber has been recognized for her teaching. She is a President’s Teaching Scholar, has won the Boulder Faculty Assembly Teaching Excellence Award, the UROP Outstanding Mentor Award and the Cogswell Award for Inspirational Instruction. The last award is named for and funded by Craig Cogswell, a three-time alumnus of CU Boulder, who says Gruber is an “amazing educator and teacher.”

Gruber also has developed a free online Coursera #TalkMentalIllness course to tackle stigma and mental health and has written articles for Teaching Current Directions in Psychological Science about the importance of teaching students about the positive side of psychological disorders. She also shares career and professional advice for students in Science Careers. She is currently co-authoring a textbook on the science of happiness with Dacher Keltner and colleagues at the Greater Good Science Center at UC Berkeley.

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