The Origin, Present Situation and Prospect of Positive Education -- Based on the Perspective of Positive Psychology

Zeng Chen

doi:doi:10.11648/j.ijecs.20180302.12

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The Origin, Present Situation and Prospect of Positive Education -- Based on the Perspective of Positive Psychology

Zeng Chen

Published in International Journal of Education, Culture and Society (Volume 3, Issue 2)

Received: 23 April 2018 Accepted: 8 May 2018 Published: 28 May 2018

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Abstract

The positive education oriented by positive psychology emphasizes starting from the individual's strengths, guiding participants' positive experiences, and ultimately increasing the teachers and students’ sense of gain. That is to say, on the one hand, positive education should improve the subjective experience of teachers and students, make them feel good; on the other hand, make the teachers and students have meaningful value, and feel their positive qualities or advantages have been enhanced. Positive education breaks through the traditional education’s parochialism on having a bias toward trouble-solving. It not only is a supplement to traditional education under the new social background, but also the repositioning of education after deeply understanding the value of education, which provide a new idea for the contemporary education reform and innovation.

Published in	International Journal of Education, Culture and Society (Volume 3, Issue 2)
DOI	10.11648/j.ijecs.20180302.12
Page(s)	28-33
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2018. Published by Science Publishing Group

Keywords

Positive Education, Positive Psychology, Sense of Gain, Strengths-Oriented Development

References

[1]	Chen Zhenhua. The Outline of Positive Education [J], Journal of East China Normal University (Education Science), 2009, (3).
[2]	Seligman E. P, and Csikszentmihalyi M. Positive Psychology: An Introduction [J]. American Psychologist, 2000, 55 (1): 5-14.
[3]	Peterson C, Seligman M E P. Character Strengths and Virtues: A Handbook and Classification (New York: American Psychological Association & Oxford University Press, 2004) [J]. American Journal of Psychiatry, 2012, 162 (4):419-421.
[4]	Ren Jun. Positive Psychology [M], Shanghai:Shanghai Education Publishing House, 2006: 132-134.
[5]	Fredrickson B L. The Role of Positive Emotions in Positive Psychology: The Broaden-and-Build Theory of Positive Emotions [J]. American Psychologist, 2001, 56 (3):218-26.
[6]	Marks, L. I, & Wade, J. C. Positive psychology on campus: Creating the conditions for well-being and success. About Campus, 2015, (6): 9–15.
[7]	Noble. T, & McGrath, H. Prosper: A new framework for positive education [J]. Psychology of Well-being, 2015, 5 (1):1–17.
[8]	Norbert Wiener. Cybernetics [M], Beijing:Science Publishing House, 1963: 67-68.
[9]	Ren Jun. A Probe into the Western Positive Education Thoughts [J]. Studies in Foreign Education, 2006, (5).
[10]	Ding Yuanzhu. Let the Residents Have the Sense of Gain to Get Through the Last Mile -- the Practice Path of Community Governance Innovation in the New Era [J], State Governance, 2016, (2): 18-23.
[11]	Bryk A S, Schneider B. Trust in Schools: A Core Resource for Improvement [M]. New York: Russell Sage Foundation, 2002.
[12]	Seligman MEP, Ernst RM and Gillham J. Positive education: positive psychology and classroom interventions [J]. Oxford Review of Education, 2009, 35 (3):293-311.
[13]	Noël Williams. The Impact of Positive Psychology on Higher Education. Impact of Positive Psychology, 2018, (1):83–94.

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APA Style

Zeng Chen. (2018). The Origin, Present Situation and Prospect of Positive Education -- Based on the Perspective of Positive Psychology. International Journal of Education, Culture and Society, 3(2), 28-33. https://doi.org/10.11648/j.ijecs.20180302.12

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ACS Style

Zeng Chen. The Origin, Present Situation and Prospect of Positive Education -- Based on the Perspective of Positive Psychology. Int. J. Educ. Cult. Soc. 2018, 3(2), 28-33. doi: 10.11648/j.ijecs.20180302.12

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AMA Style

Zeng Chen. The Origin, Present Situation and Prospect of Positive Education -- Based on the Perspective of Positive Psychology. Int J Educ Cult Soc. 2018;3(2):28-33. doi: 10.11648/j.ijecs.20180302.12

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@article{10.11648/j.ijecs.20180302.12,
  author = {Zeng Chen},
  title = {The Origin, Present Situation and Prospect of Positive Education -- Based on the Perspective of Positive Psychology},
  journal = {International Journal of Education, Culture and Society},
  volume = {3},
  number = {2},
  pages = {28-33},
  doi = {10.11648/j.ijecs.20180302.12},
  url = {https://doi.org/10.11648/j.ijecs.20180302.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20180302.12},
  abstract = {The positive education oriented by positive psychology emphasizes starting from the individual's strengths, guiding participants' positive experiences, and ultimately increasing the teachers and students’ sense of gain. That is to say, on the one hand, positive education should improve the subjective experience of teachers and students, make them feel good; on the other hand, make the teachers and students have meaningful value, and feel their positive qualities or advantages have been enhanced. Positive education breaks through the traditional education’s parochialism on having a bias toward trouble-solving. It not only is a supplement to traditional education under the new social background, but also the repositioning of education after deeply understanding the value of education, which provide a new idea for the contemporary education reform and innovation.},
 year = {2018}
}

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TY  - JOUR
T1  - The Origin, Present Situation and Prospect of Positive Education -- Based on the Perspective of Positive Psychology
AU  - Zeng Chen
Y1  - 2018/05/28
PY  - 2018
N1  - https://doi.org/10.11648/j.ijecs.20180302.12
DO  - 10.11648/j.ijecs.20180302.12
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 28
EP  - 33
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20180302.12
AB  - The positive education oriented by positive psychology emphasizes starting from the individual's strengths, guiding participants' positive experiences, and ultimately increasing the teachers and students’ sense of gain. That is to say, on the one hand, positive education should improve the subjective experience of teachers and students, make them feel good; on the other hand, make the teachers and students have meaningful value, and feel their positive qualities or advantages have been enhanced. Positive education breaks through the traditional education’s parochialism on having a bias toward trouble-solving. It not only is a supplement to traditional education under the new social background, but also the repositioning of education after deeply understanding the value of education, which provide a new idea for the contemporary education reform and innovation.
VL  - 3
IS  - 2
ER  -

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Author Information

Zeng Chen

School of Foreign Languages, Yancheng Teachers University, Yancheng, China

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APA Style

Zeng Chen. (2018). The Origin, Present Situation and Prospect of Positive Education -- Based on the Perspective of Positive Psychology. International Journal of Education, Culture and Society, 3(2), 28-33. https://doi.org/10.11648/j.ijecs.20180302.12

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ACS Style

Zeng Chen. The Origin, Present Situation and Prospect of Positive Education -- Based on the Perspective of Positive Psychology. Int. J. Educ. Cult. Soc. 2018, 3(2), 28-33. doi: 10.11648/j.ijecs.20180302.12

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AMA Style

Zeng Chen. The Origin, Present Situation and Prospect of Positive Education -- Based on the Perspective of Positive Psychology. Int J Educ Cult Soc. 2018;3(2):28-33. doi: 10.11648/j.ijecs.20180302.12

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@article{10.11648/j.ijecs.20180302.12,
  author = {Zeng Chen},
  title = {The Origin, Present Situation and Prospect of Positive Education -- Based on the Perspective of Positive Psychology},
  journal = {International Journal of Education, Culture and Society},
  volume = {3},
  number = {2},
  pages = {28-33},
  doi = {10.11648/j.ijecs.20180302.12},
  url = {https://doi.org/10.11648/j.ijecs.20180302.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20180302.12},
  abstract = {The positive education oriented by positive psychology emphasizes starting from the individual's strengths, guiding participants' positive experiences, and ultimately increasing the teachers and students’ sense of gain. That is to say, on the one hand, positive education should improve the subjective experience of teachers and students, make them feel good; on the other hand, make the teachers and students have meaningful value, and feel their positive qualities or advantages have been enhanced. Positive education breaks through the traditional education’s parochialism on having a bias toward trouble-solving. It not only is a supplement to traditional education under the new social background, but also the repositioning of education after deeply understanding the value of education, which provide a new idea for the contemporary education reform and innovation.},
 year = {2018}
}

Copy | Download

TY  - JOUR
T1  - The Origin, Present Situation and Prospect of Positive Education -- Based on the Perspective of Positive Psychology
AU  - Zeng Chen
Y1  - 2018/05/28
PY  - 2018
N1  - https://doi.org/10.11648/j.ijecs.20180302.12
DO  - 10.11648/j.ijecs.20180302.12
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 28
EP  - 33
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20180302.12
AB  - The positive education oriented by positive psychology emphasizes starting from the individual's strengths, guiding participants' positive experiences, and ultimately increasing the teachers and students’ sense of gain. That is to say, on the one hand, positive education should improve the subjective experience of teachers and students, make them feel good; on the other hand, make the teachers and students have meaningful value, and feel their positive qualities or advantages have been enhanced. Positive education breaks through the traditional education’s parochialism on having a bias toward trouble-solving. It not only is a supplement to traditional education under the new social background, but also the repositioning of education after deeply understanding the value of education, which provide a new idea for the contemporary education reform and innovation.
VL  - 3
IS  - 2
ER  -

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