A Deweyan positive education: psychology with philosophy

Trask-Kerr, Kylie; Quay, John; Slemp, Gavin R.

doi:10.1080/03054985.2019.1625761

Cited by 10 publications

(8 citation statements)

References 37 publications

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“…As Kristjánsson (2019) noted, positive education's focus on a flourishing paradigm should allay "the fears of traditionalists that the flourishing paradigm is just one more attempt to smuggle a Trojan horse of touchy-feeliness into the classroom in order to undermine standard subjects and processes" (p. 28). Trask-Kerr et al (2019) further highlight that "teachers have imagined education in positive terms for a very long time" and "it seems that positive psychology's philosophical roots have been largely assumed" (p. 2). They argue for a "Deweyan positive education" that "incorporates psychological knowledge in the embrace of philosophical thinking" (Trask-Kerr et al, 2019, p. 13).…”

Section: Intersections Of Strengths and Reflective Practicementioning

confidence: 99%

Positive Professional Practice: A Strength-Based Reflective Practice Teaching Model

White

2021

The Palgrave Handbook of Positive Education

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While positive education research has grown over the past decade, making strides in measurement, interventions, and applications, it has also been criticised for lacking consistent guiding theoretical frameworks, heavily emphasising psychology over education, and being driven by unacknowledged pedagogical assumptions. This chapter argues that a particular stumbling block has been ignoring the professional practice of positive education; that is, what positive education teachers do and how they know they are having an impact. To addresses this gap, this chapter introduces a strength-based reflective practice model for teachers that integrates the Values in Action classification of character strengths with Brookfield’s four lenses for reflective practice, which consists of: (1) the students’ eyes, (2) colleagues’ perceptions, (3) personal experience, and (4) theory. The model aims to provide a method for critical self-reflection, thereby helping to enable effective professional practice. Through this model, perhaps positive education can become a pedagogy that has found its practice.

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Section: Intersections Of Strengths and Reflective Practicementioning

confidence: 99%

Positive Professional Practice: A Strength-Based Reflective Practice Teaching Model

White

2021

The Palgrave Handbook of Positive Education

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“…This view of educating for purposes beyond merely preparing students to meet academic outcomes, or attain a job, is not new to positive education, but has been espoused by educational scholars for many decades. For example, positive education has been compared with Dewey's ideas from a century ago about the importance of education in developing community-mindedness and socially connected individuals (Trask-Kerr et al 2019), and is also compared to Rogers' person-centered theories of education from the 1960s that emphasized the development of students' innate desire to actualize their potential (Joseph et al 2020). In fact, there is some critique that positive education uses education for wellbeing to facilitate academic attainment, rather than viewing wellbeing as an important outcome in its own right (Joseph et al 2020).…”

Section: Positive Educationmentioning

confidence: 99%

A Model of Positive School Leadership to Improve Teacher Wellbeing

Cann

Riedel-Prabhakar

Powell

2020

Int J Appl Posit Psychol

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Teacher wellbeing is critical for effective implementation of positive education programs (Quinlan 2017; Slemp et al. 2017). Yet, few studies have explored teachers' experiences of wellbeing, and how to enhance their wellbeing, beyond a focus on their individual practices. This case study examines teachers' perceptions of leadership practices that influenced their wellbeing in an urban high-school in New Zealand. Purposive sampling was used to select three 'high wellbeing' and three 'low wellbeing' teachers, who then participated in semi-structured interviews and completed a wellbeing journal. This article focuses on the leadership actions that teachers identified as enhancing their well-being (feeling valued, meaningful professional development, agency in decision making) and the essential skills leaders demonstrated (relationship building, contextual competence, social and emotional competence) that influenced teacher wellbeing. A model of positive school leadership is presented which outlines recommendations for leaders to enhance teacher wellbeing.

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“…Further, wellbeing is an implicit or explicit aspect of education systems around the globe. However, this focus on wellbeing is not a new direction in education and, in one form or another, has been espoused by educational scholars for decades (Joseph et al, 2020;Trask-Kerr et al, 2019). Recently, the positive education movement has reinvigorated the interest in foregrounding wellbeing in educational settings (M. E. P. Seligman et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

The buddy bench and beyond: Exploring complexity-informed approaches to wellbeing education

Goodall¹,

Antipas²,

Higgins³

et al. 2022

Intnl. J. Wellbeing

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Enhancing wellbeing in educational settings is a challenging endeavour as wellbeing education is inherently complex. This interdisciplinary conceptual paper aims to bridge the gap between psychological interventions and educational contexts by adopting a complexity lens to consider the puzzle of wellbeing in educational settings. We draw on the fields of positive psychology, educational theory, complexity thinking, and indigenous worldviews to conceptualise wellbeing education and illustrate the need to weave approaches together. Embracing a complexity lens, we offer ways of prompting emergent wellbeing change: incorporating diverse perspectives, trialling nudges, and attending to interactions across the system. We argue that complexity-informed approaches to wellbeing education have the potential to create emergent change in and across complex educational systems.

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A Deweyan positive education: psychology with philosophy

Cited by 10 publications

References 37 publications

Positive Professional Practice: A Strength-Based Reflective Practice Teaching Model

Positive Professional Practice: A Strength-Based Reflective Practice Teaching Model

A Model of Positive School Leadership to Improve Teacher Wellbeing

The buddy bench and beyond: Exploring complexity-informed approaches to wellbeing education

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