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2 POSITIVE EDUCATION Paradigm of contemporary education —~<~o»—___ ¢ A good school is not only aimed at achieving students’ academic potential but also aims to develop students’ personalities so that they become caring, 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 meaning 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 educational practice. Even though positive psychology is a young science, its scientific approach to analysis and its conclusions meet the reguirements of current student education. Within the teaching activity, teachers are often focused primarily on conveying the largest possible content of the curriculum, its verification and evaluation of mastery. They create less space to support and develop the emotions 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 attention 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 25 ¢
