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POSITIVE EDUCATION — THE AXIOM OF CONTEMPORARY UPBRINGING AND EDUCATION
of flow, which is used by positive psychologists as well as anthropologists and
sociologists, in studies of well-being or motivation. Applying the concept of
flow brings a remedy to everyday life at the level of the individual or society.
In his concept of flow, he works in the spheres of optimal human behaviour
and living. The sense of flow summarizes positive approaches to human life,
such as creativity, joy, and overall interest in life. He examined the state of the
human mind in activities that create absorption, such as sports, art, games
and hobbies. FLOW plays an integral part in social relationships in an indi¬
vidual’s life. It is used in curriculum education and companies during senior
staff training. The nice branch is special pedagogy, clinical psychotherapy,
reeducation centres or homes for the elderly (Csikszentmihalyi, 2015).
PERMA theory
Another is the theory with five elements of PERMA. According to Seligman,
it should be applied in practice in the fields of education, economics, psycho¬
therapy, medicine and state policy. He cites, as an example, students in schools
who not only acquire competencies for job success but also achieve existential
satisfaction (Seligman, 2014).
He reworked his theory, which he sophisticatedly supplemented with sup¬
port for twenty-four strengths and virtues, establishing the second theory of
mental well-being, using the acronym PERMA for the five elements in the
program.:
P positive emotions and positive emotionality include factors of subjec¬
tive pleasant living such as pleasure, warmth, hope, satisfaction, joy,
gratitude and others. Fredrickson (2001) found in his theory that positive
emotions, without suppressing negative emotions, but with an increased
frequency of positive emotions have an impact on the effectiveness of
teenagers’ learning.
E engagement, engagement in activities give a subjective feeling of en¬
thusiasm, absorption, flowing, engagement of characters and personal¬
ity skills. Interest and curiosity lead adolescents during education to be
determined in meeting goals, challenges, and a sense of strength, and
vitality (Froh et al., 2010; Hunter, Csikszentmihalyi, 2003). Supporting
internal motivation, interest, identifying and supporting the strengths
of high-school personalities (Bakker, 2005). High-school students in
positive education intervention lessons identify and analyze their strong
character traits (Park, Peterson, 2005).
R relationship (positive relationships): quality positive interpersonal
relationships, positive experiences (joy, success, kindness and others)
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