Page 29 [29]
OCR
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 particular 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 learning. 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 theory 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 education, + application of strategies supporting critical, evaluative thinking and selfevaluation, + creation of productive interactions, teacher—student relationships based on empathy, acceptance of each individual, ¢ motivate learning in addition to classical methods also through interesting tasks, the method of relational frameworks and causal attributes, + 27°
