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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 Csikszentmihalyi (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. ab WwW hd +20 +
