Seite 10 [10]
POSITIVE EDUCATION — THE AXIOM OF CONTEMPORARY UPBRINGING AND EDUCATION
As a part of the new trend, Seligman identifies three basic pillars:
Pillar 1: the use of positive emotions,
Pillar 2: the use of positive personality traits — qualities, abilities, and talents,
Pillar 3: the use of positive social institutions (strong family, school educa¬
tion and institutions supporting positive personal development and true
democracy).
In the context of the text, we focus primarily on school education. Positive
education puts the positive climate at the forefront, a climate where the needs
and interests of the students are taken into account: positive relationships and
interactions at different levels, tolerance, support for heterogeneity of ideas,
and solutions, doing things in a new and radical way, solving problems based
on cooperation, finding solutions to problems. With this approach, the edu¬
cational process supports competencies, such as altruism, philanthropy, soli¬
darity, self-confidence, trust in others, coping, conflict and crisis resolution,
responsibility, morality, and spirituality.
The book is a set of theoretical starting points, philosophical considerations
and practical views on education in a positive context, accepting the starting
points of the positive psychology movement. The authors’ efforts are meant to
extend from theoretical starting points and research investigations to practi¬
cal didactic recommendations. The book explains how it is possible to integrate
elements of positive psychology and positive education into the traditional
educational process.
The school as an institution is required to meet the real needs of society.
Schools are the most traditional, the most conservative, the most rigid, and
the most bureaucratic institutions these days. The existence of new trends,
whether alternative schools, creative lessons, opportunities for individual study,
or activating methods, is gradually emerging in schools. The teacher is required
— not like in the past — to teach so that the student is ready to engage in a world
of work, a world of further study, a world of success and disappointment. There
is a question about how students can make judgments in the future when they
do not have the opportunity to do so at school.
This book aims to clarify the theoretical apparatus of a positive approach
to education in terms of the didactic approach of teachers.
The first part, Positive psychology. Theoretical—philosophical basis of positive
education, contains chapters in which the authors clarify the movement of
positive psychology as a theory that represents the study of human thinking,
emotion and behaviour, emphasizes strengths instead of focusing on the weak
and supports building the good in life, the place of correction of the evil. Rep¬
resentatives of positive psychology emphasize emotions during human life,