ERIC Number: EJ963221
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Positive Psychology and Positive Education: Old Wine in New Bottles?
Educational Psychologist, v47 n2 p86-105 2012
The recently fashionable theories of positive psychology have educational ramifications at virtually every level of engagement, culminating in the model of positive education. In this critical review, I scrutinize positive education as a potential theory in educational psychology. Special attention is given to conceptual controversies and suggested educational interventions. Positive psychologists have yet to explore in detail the school as a positive institution. They have written at length, however, about such positive personal traits as moral virtue and resiliency, and about positive emotions both as embodied in experiences of classroom "flow" and as facilitators of students' personal resources. Because the empirical evidence concerning these positive factors remains partly mixed or tentative, and because most of them had a home in other theoretical frameworks before the advent of positive psychology, searching questions remain about the effectiveness and originality of positive education. This article addresses some of those questions.
Descriptors: Evidence, Educational Psychology, Psychologists, Adolescents, Theories, Foreign Countries, Models, Intervention, Psychological Patterns, Social Sciences, Teaching Methods, Individual Characteristics, Resilience (Psychology), Grade 1, Grade 2, Grade 3, High Schools
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Grade 1; Grade 2; Grade 3; High Schools
Authoring Institution: N/A
Identifiers - Location: United Kingdom