Melbourne Graduate School of Education - Research Publications

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    Part I: Education - Overview
    White, M ; Loton, D ; Slemp, G ; Murray, S ; White, M ; Slemp, G ; Murray, S (Springer, 2017)
    Over the past decade, there has been a rapid rise of interest in the application of positive psychology within education settings. Seligman et al. (2009) defined positive education as “education for both traditional skills and happiness”, however, in line with the more nuanced and comprehensive models of well-being in the field, positive education targets more than just happiness. More recently it has become an umbrella term to describe empirically validated interventions and programs from positive psychology that have an impact on student well-being. Positive education also aligns with educational agendas or initiatives that sit outside of the traditional academic skills of literacy and numeracy, and aim to foster adaptive dispositions and social emotional learning for continued growth across the lifespan. While terminologies differ, these agendas are sometimes referred to as character education, lifelong learning, twenty-first century skills, and social and emotional learning. The positive education movement has now encroached into kindergarten, early years, junior, middle and senior schooling. We have even seen the application of positive psychology within tertiary educational colleges across the world.