Concepts of positive education: A theoretical analysis

Abstract

The article is a theoretical study based on the analysis of scientific literature. It brings together the works of V. Wilson, A. S. Waterman, N. M. Bradburn, E. Diener, M. Csikszentmihalyi, A. Maslow, C. Rogers, A.A. Leontiev, M. Seligman, A.G. Asmolov, and Dmitry Leontiev to provide a comprehensive overview of concepts of positive education. The article explores the key approaches including hedonistic and eudaimonic understanding of happiness, the study of positive and negative emotions, internal factors and subjective well-being, a state of flow and engagement, humanistic education, freedom to learn, sensible pedagogy, and personal potential. This article provides a review of contemporary approaches to positive education and their theoretical analysis. Furthermore, the article emphasizes the relevance of research in the field of positive education in today’s educational context, where emotional and psychological well-being of students is becoming an increasingly important aspect of learning. The article also highlights that positive education can serve as an effective means of developing personal constructs such as self-awareness, motivation, and selfrealization. This study identifies theoretical foundations of positive education and outlines prospects for further research. The article speaks to both the academic community and practitioners in the field of education who seek to integrate positive and emotional aspects into their educational practices to achieve better learning outcomes and foster personal development. In conclusion, the article ‘Concepts of positive education: A theoretical analysis’ underscores the importance of considering and integrating positive psychological and emotional aspects into educational strategies and methodologies. It draws attention to the fact that the field of education extends beyond the mere transmission of knowledge and should also contribute to the development of students as holistic individuals. This research calls for a reconsideration of educational approaches with a focus on psychological wellbeing, self-realization, and the development of students' personal qualities. It also emphasizes the significant role that educational institutions and educators can play in helping students find meaning and joy in learning and life as a whole.