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Positive Education: An Introduction
Research · October 2015
DOI: 10.13140/RG.2.1.4919.6242
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Positive Education: An Introduction
Mostafa AbuShaheen
Abstract
This article is a simple introduction to positive education. Since positive education depends on
positive psychology, it is necessary to understand what do we mean by "positive psychology"
before we study the meaning of "positive education". Then, we discuss what positive education
is, and why we apply positive education programs in our schools.
1- What is "positive psychology"?
Shelly Gable and Jonathan Haidt (2005) state
that positive psychology is "the study of the conditions
and processes that contribute to the flourishing or
optimal functioning of people, groups, and
institutions" (p.103). Hence, positive psychology aims
to "understand, test, discover and promote the factors Martin E.P.
Seligman (Marty)
that allow individuals and communities to thrive"
(Sheldon et al, 2000 in Hefferon & Boniwell, 2011, He considered to be
the founder of
p.2). Positive psychology's main questions are: can we positive
psychology.
make people happier? If yes, how?
Positive psychology came as a reaction to the centration of traditional
psychology on pathology and treatment of sick people, away from focusing on
ordinary and extraordinary ones. However, positive psychology is not a
replacement of psychotherapy (Kauffman & Moore, n.d.); It takes in account
the balanced ratio of negativity to positivity in human life. Hence, we can see
that positive psychology is an invitation to make psychology wider, in order to
cover all people in their different lifestyles.
In its processes, positive psychology depends on "the scientific study of
ordinary people strengths and virtues" since human nature cannot be accounted
with complete problem-focused frame of reference (Sheldon & King, 2001,
p.216). In other words, It depends on positivity developing.
Since positive psychology works on the development of happiness in
people, it is important to us to understand what we mean by happiness. In
1
positive psychology, happiness is divided into three realms. The First is positive
emotion (the pleasurable life), e.g. joy, love, hope, faith…etc. The second is
flow (engaged life), which require the implementation of one's strengths and
talents. M. Seligman and his Colleagues (2009) state "while there are shortcuts
to positive emotion—you can take drugs, masturbate, watch television, or go
shopping—there are no shortcuts to flow." (p.296). The third realm of happiness
is the meaningful life (purpose), which relates to positive institution such as:
families, communities, free press…etc. Positive psychology believes that
positive emotion and positive traits develop better in the environment of positive
institutions (Duckworth et al, 2005 ,p.636).
2- Positive Education
2-1 What is positive education?
As a science that depends on positive psychology, positive
education is defined as "education for both traditional skills and for
happiness" (Seligman et al, 2009, p.293), or "applied positive psychology
in education" (Green et al, 2011). We suggest the following definition: an
education that works on the development of well-being and happiness in
students and other school staff.
When we use the term "positive education", we often refer to the
attitudes of the child and the teacher or parent are positive; in other words,
when the relation between these sides is positive. Corominas (2003) sees
that we educate positively when we:
1. Explain the actions that have been done.
2. Consider sensitive periods.
3. Motive child's guiding instincts.
4. Create positive cooperation.
5. Depend on subconscious.
6. Motivate children to behave well because they want to.
7. Can foresee behaviors that we should stop.
8. Build child's consciousness and he is happy and content.
9. Have educational vision for each child.
10. Support child's self – esteem (p.23-24).
2
2-2 Why positive Education?
Nowadays, academic excellence is not the only aim for
educational systems. Enhancing well-being in schools is another aim, and
positive education is the proper way to attain this aim, especially that there
are well-controlled studies that prove the availability of teaching well-
being skills (Seligman et al, 2009, p.293).
Generally, good feelings and well-being are important factors in
psychological health. Since school is a fundamental organization in
individual's life, it should play an effective role in supporting
psychological health, especially in critical stages like adolescence.
Focusing on creating flourishing environment in school, through positive
education programs, will reduce mental distress (Furlong et al, 2014,
p.403), mental health problems (e.g. depression and anxiety). However,
we have to notice that positive education does not focus on problems only,
but also on building good health and achieving well-being. In addition to
improving academic performance (Norish et al, 2013, p.149-150).
References
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