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POSITIVE EDUCATION — THE AXIOM OF CONTEMPORARY UPBRINGING AND EDUCATION
of adolescents decreased, and the positive school climate was supported (Selig¬
man, 2012, 81-83).
It was amore complex Program of teaching the subject of positive psychol¬
ogy at the Strath Haven school (Strath Haven Positive Psychology Curricu¬
lum), in which they identified and built and supported strengths of character,
relationships, meaningfulness and the promotion of positive emotions. They
used a classification from Peterson and Seligman (2004). They had lessons in
positive psychology in their style and literature lessons. Right at the beginning
and end, students filled out a standardized questionnaire. Adolescents took
part in group activities and were given practical homework assignments: for
example, they had to write down good things that happened to them during
the day and their feelings about them. In another exercise, they discussed the
strengths of the main characters and their characteristics. Subsequently, friends,
classmates and yourself. The program improved empathy, cooperation, as¬
sertiveness, self-control, and resilience, which transformed into a friendlier
and safer school climate (Seligman, 2012, 83-85).
Geelong Grammar School in Australia is often mentioned as a model of
positive education because they have applied positive education throughout
the school. Positive education was taught based on 5 elements of Seligman’s
PERMA program. They always filled in the VIA questionnaire, and then com¬
piled a family tree of the family’s strengths according to their strengths. They
then wrote a letter to their parents. They wrote a diary of good things. During
the marathon in the mountains, they trained in psychological resilience. They
incorporated positive psychology as a separate subject in the school curriculum.
These interventions focused on the teacher—student relationship, in which the
teachers improved themselves in giving feedback and specifically praising the
students’ efforts and contributed to a comfortable and safe climate in the
classroom and school. And, of course, nobody in positive education has forgot¬
ten to use the learned experience in everyday life (Seligman, 2012, 2014, 85-93).
In 2014 was established a research and educational institute of positive
education called The Institute of Positive Education. The most important task
of this institute is to spread positive well-being to all schools in the world.
Subsequently, Noble & McGrath (2015) developed the PROSPER program
copying Seligman’s PERMA model and tested it at the Australian Catholic
University (Janstovä, Slezäckovä, 2018, 14-15). According to Slezäckovä (2012),
what became very important was the British Celebrating Strengths Program
by Fox Eades (2008) and the Spanish program from Zaragoza, Aulas Felices
by Rey et al. (2010).
According to Slezackova, the results of research and theories of positive psychol¬
ogy are taught at many universities. The first course was opened in 1999 by
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