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2 POSITIVE EDUCATION
Application of positive psychology in educational practice
Zelina (2018) looks at the application of positive psychology in pedagogical
practice by meeting the needs of students. He states that the application ofthe
elements and effects of positive psychology in pedagogical practice shows that:
+ self-discipline, and intrinsic motivation, which is emphasized in particu¬
lar by positive psychology, is twice as good a predictor of performance,
application and success in life as IQ and EQ,
+ happy young people in adolescence, as shown by longitudinal research,
have higher incomes in adulthood,
s the commitment and meaningfulness ofthe activities accepted by positive
psychology are the best prevention against depression,
+ positive experience and meaningfulness of support life satisfaction and
have a positive effect on the learning process, especially on creative learn¬
ing.
According to positive psychology, the educational process must respect the
principles that have a positive effect on the educational reality and transform
them into everyday life. The basic didactic principle is the connection of the¬
ory with practice, and therefore we draw attention to the principles of positive
education, which can be transformed into the daily life of the pupil, student
and person.
2.1 PRINCIPLES OF POSITIVE EDUCATION
From the didactic point of view, the principles of education are defined as
certain requirements, principles that the teacher must respect and accept in
his work on students. Zelina (2016) defines the principles of positive education,
which reflect the theoretical basis of positive psychology:
¢ ensuring a positive school climate and school culture (positive family
climate, living climate),
+ respecting positive values,
+ positive application of knowledge in life with an emphasis on quality edu¬
cation,
+ application of strategies supporting critical, evaluative thinking and self¬
evaluation,
+ creation of productive interactions, teacher—student relationships based
on empathy, acceptance of each individual,
¢ motivate learning in addition to classical methods also through interest¬
ing tasks, the method of relational frameworks and causal attributes,
+ 27°