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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 individual’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, psychotherapy, 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 support 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 subjective 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 enthusiasm, absorption, flowing, engagement of characters and personality 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) + 16 +
