05/01/2023 1

POSITIVE EDUCATION: A TOOL TO REDEFINE SCHOOL CULTURE

Dhanya G.Research Scholar

School of Pedagogical SciencesM.G. University

05/01/2023 2

Introduction

School culture is recognized as the basic assumptions, norms and values, traditions and rituals shared by school members

(Maslowski, 2001).

05/01/2023 3

School culture has distinct influence on future development of students and society.

Application of principle of positive psychology will persuade desirable changes in organisational culture of schools.

05/01/2023 4

Positive EducationPositive education is the education for both traditional skills and happiness (Seligman et al., 2009).

05/01/2023 5

An approach to teaching and learning

Balanced development of intellectual, emotional and social aspects of individuals.

05/01/2023 6

This allows students to experience harmonious, hipper and healthier feeling called well being.

Total wellbeing of the society through apposite happiness of citizens is the ultimate aim of positive education.

05/01/2023 7

Need and significance of the study

In Kerala the suicide rate is so high that it contributes higher share of total deaths of young people aged 15 -24 years.

Depression,Anxiety andSeveral forms of maladjustments

05/01/2023 8

Objectives1.To analyse the

potential influence of positive

education on school culture.

2. To extrapolate existing teaching

learning activities with various aspects of

positive education.

05/01/2023 9

Positive Education and School Culture

Reformation in school culture invokes change in aims, rules, rituals, ceremonials, teaching learning process, values and norms.

This can be perceived as gradual process under four dimensions

(Hofstede, Hofstede, & Minkov, 2010).

05/01/2023 10

Culture

Power distance

Uncertainty avoidance

Individualism Collectivism

Long term Short term orientation

05/01/2023 11

Power distance

Power distance is the extent to which the less powerful members of institutions and organizations within a country expect and accept that power is distributed unequally.

05/01/2023 12

Democratic environment

Child centred learning

Personal care

05/01/2023 13

Uncertainty avoidance

This means the extent to which the members of a culture feel threatened by uncertain or unknown situations and try to avoid such situations.

05/01/2023 14

Organisations can reduce the stress of uncertainty through the implementation of strict rules for members to follow.

But this induces rigid structured behavioural pattern in schools by nullifying opportunity for open discussions.

05/01/2023 15

Democratic values

Resilience

Advanced ethical perspective

05/01/2023 16

Individualism and collectivism

Individualistic school culture has adverse influence on the development of a child as a good citizen.

Positive emotional school climate based on mutual respect and cooperation is essential for creating responsible citizens.

05/01/2023 17

Complete dependency on collectivism will crush the individuality of students by imparting poor self reliance and self preservation.

In such a situation education should focus on individual happiness and well being.

05/01/2023 18

Long term and short term orientation

Organisations with long-term orientation are characterised by persistence and ordering relationships by prominence

Personal steadiness, stability, respect for tradition and reciprocation of greetings, favours, and gifts are the indicators of organisations with short term orientation.

05/01/2023 19

Positive Education to Teach Well Being

Various well controlled studies shows that skills of resilience, positive emotion, engagement and meaning can be taught to schoolchildren (Seligman, 2009).

Positive education imparts formal training for students to design their own happiness and wellbeing.

Motivational classesMental health enhancement servicesGuidance and counselling sessions etc.

05/01/2023 20

Positive interactionMutual respect and sincerity

Teacher-Student Student-Student Teacher- Teacher Teacher- parent

05/01/2023 21

Scheduling pleasurable circumstancesPleasant physical environment has moderate

relation with happiness ( Carr, 2011).

Strong positive feeling can be created by designing direct learning experiences in natural environment.

Diversified opportunities should be provided should be provided for every student to exhibit their talent in a competition free environment.

05/01/2023 22

Recognition to resilience factorsResilience is the process of positive

adaptation while facing stress or adversity (Luthar et al., 2000).

Selingman documented six resilience dimensions as wisdom and knowledge, courage, humanity, justice, temperance and transcendence.

05/01/2023 23

Curiosity love of learningcritical thinking BraveryperseveranceIntegritykindness

Generosity citizenship fairnessLeadership self-control humilityAppreciation of beauty, hope and spirituality.

05/01/2023 24

Segregation from thinking trapsTunnel vision Filtering Magnification Minimisation,Labelling Fortune telling Personalising,Externalising,PerfectionismArrogance

05/01/2023 25

Conclusion Complexity of the society rise so quickly that schools

need to adopt rigorous measures to authenticate cultural renovation. Infusion of positive education to academic programmes invariably results in the refinement of school culture. Happiness experienced in protective environment will turn into the foundation for healthy and meaningful life.

05/01/2023 26

Reference

Carr, A. Positive psychology the science of happiness and human strength (2nd ed.). New York: Routledge.

Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind (3rd ed.), USA: McGraw-Hill.

Luthar, S.S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work . Child Development, 71, 543-562.

Maslowski R. (2001) School culture and school performance: An explorative study into the organizational culture of secondary schools and their effects. (Doctoral thesis, University of Twente, Netherland) . Retrieved from http://doc. utwente.nl/36122/1/t0000012.pdf

Seligman, M. E. P. (2002). Authentic happiness. New York: Free Press

Seligman, M. E. P. et al. (2009). Positive education: Positive psychology and classroom interventions . Oxford Review of Education, 35(3), 293-311.

Soman C.R. et al (2009). Suicide in south India: A community-based study in Kerala. Indian J Psychiatry, 51, 261–4.

doi: 10.4103/0019-5545.58290 WHO (2001). The world health report 2001. Mental health: New understanding. New hope. Geneva, World Health Organization.