OCR Output

2 POSITIVE EDUCATION
Paradigm of contemporary education

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¢ A good school is not only aimed at achieving students’ academic potential
but also aims to develop students’ personalities so that they become car¬
ing, responsible and ultimately productive and valid members of society
and in life.

¢ Positive education focuses on issues of happiness, well-being, friendship,
joy, positive thinking, cooperation, trust, optimism, humility, enthusiasm,
interest, creativity, resilience, altruism, empathy, forgiveness, the mean¬
ing of life, etc.

¢ The educational process emphasizes the necessary education, learning,
and mastery of basic knowledge and, at the same time, it is also necessary
to refine the out-of-performance characteristics of students — emotions,
feelings, socialization, values, independence, creativity, and motivation.

+ As a part of education, it is necessary to realize that it is not just about
mastering the subject topic, about school performance and adherence to
standards, but also about the personality of the student.

+ It promotes a non-directive teaching style and, at the same time, calls for
flexibility in the applied styles.

+ It supports students’ independence, and their communication, which is
related to the style of the teachers work.

Positive education is based on the theories and research of experts in the
positive psychology movement, which they gradually implemented into edu¬
cational practice. Even though positive psychology is a young science, its sci¬
entific approach to analysis and its conclusions meet the reguirements of
current student education.

Within the teaching activity, teachers are often focused primarily on con¬
veying the largest possible content of the curriculum, its verification and
evaluation of mastery. They create less space to support and develop the emo¬
tions that will accompany students throughout their lives and with which they
must learn to work. One of the reasons why teachers pay minimal or no atten¬
tion to emotions in teaching is their unpreparedness, resp. the inability to
design the teaching unit so that the teacher can work with students’ emotions,
the emotions of the classroom as a collective and also the social dimension of
the classroom environment. The aim of education, based on the philosophical

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