Oldal 30 [30]
POSITIVE EDUCATION — THE AXIOM OF CONTEMPORARY UPBRINGING AND EDUCATION
s emphasize self-reflection, self-evaluation, self-control, pupil self-eguip¬
ment with the use of self-regulatory learning programs, self-knowledge
programs, socio-psychological programs, character cultivation programs
s emotionally experience the climate in the classroom, at school, find out
and change it positively, evaluate students" learning and educational ac¬
tivities, teach students to express emotions, feelings and control them, es¬
pecially in stressful situations, communicate openly, creatively and focus
on rational communication, but also to communicate feelings, emotions
and experiences.
The science and research in positive psychology on which positive education is
based clearly show that identifying human strengths and focusing on develop¬
ing the ability to cultivate and exploit these strengths (rather than “correcting”
mistakes) lead to greater well-being and better academicism and social outcomes.
A positive approach to education helps students to build confidence in education,
in developing students’ intellectual abilities and character, and in developing
the affective side of their personalities. Investing in positive education at the
level of the whole school community in both school and out-of-school environ¬
ments results in helping the student to become a better version of himself or
herself as an individual and as part of a community. The analysis of the scien¬
tific literature suggests that positive psychological interventions support pupils
and students in an intense relationship with the school or school facility. In
order that the application of elements of positive psychology in educational
practice may be accessible and practically feasible, the school management must
at a broader level, resp. to adopt and develop the theory of positive education in
the wider school context. When applying the given elements to the educational
process, the school principal may first start — in cooperation with pedagogical
and professional staff — with the introduction of positive psychology into school
(Gajdosova and Bisaki, 2015). The building of the so-called positive model of the
school supporting the strengths and potentials of individuals also initiates a
significant change in school psychology and the work of the school psychologist,
especially the reorientation from addressing negative phenomena in schools to
developing the best qualities of the school as an institution and people there.
The application of positive psychology at school is a new view of education,
of oneself, of the world and of oneself in it. In line with the aim of education for
the future, it is necessary for the person of the future to be not only efficient but
also happy.
Positive education must focus on preparing a person who is flexible, able to reflect
on new stimuli and challenges, ready to resolve conflicts, fluent in foreign languages
and ready to live outside his local area.
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