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POSITIVE EDUCATION — THE AXIOM OF CONTEMPORARY UPBRINGING AND EDUCATION
According to Linkins, an important finding in the interventions of VIA’s
strengths in secondary education practice is the need to develop and support
these positive character traits in high-school students, because these traits are
not innate. Positive education aims to reveal, concretize and develop their
combination according to the abilities of the adolescent (Linkins et al., 2015,
in Moore, 2021).
Happiness theory (the real happiness)
The main figure of the movement, Seligman created his first theory of true
happiness (2002). He divided it into three dimensions:
positive emotions,
engagement,
sense of purpose.
It depends on the subjective feeling of the person and expresses authentic
decisions in which he feels good and behaves in this way, even in the future,
to gain as much happiness as possible. In creating the theory, Seligman also
relied on the research of his fellow scientists, such as, in the first dimension,
Fredrickson’s (2009) scientific research into positive emotions. In the second
dimension of the flow state, Seligman collaborated with psychologist Csikszent¬
mihalyi (2015) (Seligman, 2014).
In keeping with the requirements, positive psychology interventions for youth
had to make sense. For this reason, Seligman and Peterson identified strengths
based on the classification of the subject from surveys of human personalities
from diverse cultures. They summarized all available literature and defined a
total of twenty-four strengths of human character (Peterson, Seligman, 2004,
in Slezäckovä, 2012, 87-91).
Taxonomy of strengths of human personality
Cognitive area — wisdom and knowledge
1. apply creativity;
. encourage curiosity;
. Show critical thinking;
. have active interest in learning and acquiring new knowledge and skills;
. have a meaningful outlook on life.
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