Oldal 11 [11]
INTRODUCTION
they emphasize that the human behaviour that affects relationships creates
the environment and living climate.
The second part, Positive education. Paradigm of contemporary education,
defines the elements and principles of positive education, which has a theoret¬
ical basis in positive psychology. The education accepting positive psychology
aims to achieve student success in various directions and areas. This unit also
contains a selection of intervention programs that have been applied in edu¬
cational practice at home and abroad.
The third part, School — a positive institution, defines the school as a posi¬
tive space, which is a necessary condition for successful and effective positive
education. In addition to the positive evaluation of the school as a space, we
also speak about it as an environment that must ensure safety. Security on a
social and emotional level.
The fourth part, Positive education in pedagogical reality. Research findings,
discusses the didactic possibilities of the teacher’s work in the application of
positive psychology. Ihe elaborated didactic recommendations are conceived
in the areas that Zelina regard as important for positive education: cognitive
development of the pupil, positive motivation, positive socialization, positive
emotions, student self-regulation, the potential ofthe pupil in life.
The Authors