Oldal 32 [32]
POSITIVE EDUCATION — THE AXIOM OF CONTEMPORARY UPBRINGING AND EDUCATION
education for a strong character and life satisfaction. In education, the educa¬
tional aim is egually strategic.
Through their mutual harmonization, they will create the basis for the most
favourable development of man and the whole community (Seligman, 2017; in
Janstovä, Slezackovä, 2018).
2.3 POSITIVE EDUCATION AND UNDESIRABLE BEHAVIOURS
The positive approach to education reflects the growing trend of bullying, ag¬
gression, various addictions, depression and mental problems among students
and adolescents. Ihe results of the findings of the State School Inspectorate
in the report on the state and level of education in schools and school facilities
in the Slovak Republic in the school year 2019/2020 showed that
[m]Jany of them did not feel safe in the school and classroom community. Bullied
students and those who witnessed bullying did not seek protection and help from an
educational counsellor or prevention coordinator. The schools did not sufficiently
create an environment for the pupils in which they would feel confident and sup¬
ported by the teachers and the class team, they did not have a fully created space
for expression and discussion. Many were hampered by teachers’ lack of interest in
their hobbies and leisure activities, as well as the behaviour of some teachers. They
did not always perceive them as fair. (Stofkova, Dianovska et al., 2020, 8)
The findings of the State School Inspectorate prove that bullying is widespread
in Slovak schools, which affects the quality of teaching, pupils “learning”, and
pupils’ activities. Through a distributed questionnaire completed by 383 gram¬
mar school students and 372 high-school students. The results show that every
13th high-school student was bullied, 21% of grammar school students and
27% of high-school students experienced bullying several times. 35% of gram¬
mar school students and 30% of high-school students would not have the
courage to help bullied classmates against the aggressor (Stofkova, Dianovka
et al., 2020).
There are cases of anxiety, stress, and general discomfort in the students,
which subsequently manifest themselves in the learning process through inat¬
tention, reduced motivation and worsened educational results. In addition to
the worsened educational results, there are also educational difficulties — tru¬
ancy, psychosomatic disorders, depression, etc. Depressed adolescents are less
socially skilled, have no friends, feel repulsed and have many problems compared
to healthy individuals of their age. Depression impairs memory and concentra¬
tion in learning, entailing a deterioration in school performance. They are
disgusted, and without energy and nothing brings them joy and enthusiasm,
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