积极教育的现状

INDEX05ABSTRACT08ONE LEADERS ACCOUNT &THE HISTORY OF POSITIVEEDUCATION14CASE STUDIES IN POSITIVEEDUCATION- Geelong Grammar School- St. Peter›s College- Universidad Tecmilenio32RESEARCH IN POSITIVEEDUCATION36POLICY ON POSITIVEEDUCATION 40CONCLUSION42GLOSSARY46REFERENCES60AUTHOR BACKGROUNDT H EN E E D FO R A FO C U S O NW E L L-B E I N G I N S C H O O L SABOUT POSITIVEEDUCATIONTHE GOOD NEWSIS THAT WE CAN CHANGEPositive Education i s a n a p p r o a c htoeducationthatblendsacademiclearningwithcharacter&well-being.Preparing s t u d e n t s w i t h l i f eskillssuchas:grit,optimism,resilience,growthmindset,engagement,andmindfulnessamongstothers.Positive e d u c a t i o n i s b a s e donthescienceofwell-beingandhappiness.Almost one in five will experience amajor depressive episode beforegraduating from high school.Research has show that character traits +well-being are malleable or 'skill-like' andcan be improved with good teaching andpracticeDepression has been on the risesince World War II despite increasingnational wealth ABSTRACTPositive education views school as a place where students not only cultivate their intellectual minds, but also develop abroad set of character strengths, virtues, and competencies, which together support their well-being. What this looks likediffers from country to country and school-to-school, but at its core is the ‘character + academics’ approach to education.The International Positive Education Network (IPEN) supports and drives such a change in education around the world.Widespread support is necessary for the success of the positive education movement. We need to be demonstrably right too-- philosophically and scientifically. Unless we can show that the arguments for positive education are true in practice, policy,and research, then we will not change education in the way the IPEN is proposing. This report thus attempts to provide thestrongest evidence from research, policy and practice from the past decade to support positive education.This report isbroken into five sections: one leader’s perspective and introduction to positive education and its history; case studies fromprimary, secondary, and tertiary schools around the world that are actively implementing positive education; and policyperspectives on positive education. A glossary of key terms is included at the endIMAGE PLACEHOLDERWHY NOW?While we should be cautious and continue to rigorously researchpositive education - we believe that our students need new skillsto flourish in the 21st century. This report lays out what we knowfrom research, policy and practice.Youth on average spend 30 hours aweek in schoolSome research has shown thatcharacter traits like grit can be just asimportant as IQ in academicperformance9 out of 10 parents in the UK wantschools to offer this kind of2/3 of Parliament support teachingcharacter education 5The state of positive education THIS REPORTCALLS FOR...INCREASEDAWARENESSFURTHERRESEARCHMOREAPPLICATIONCOLLABORATION ABSTRACTPositive education views school as a place where students not only cultivate their intellectual minds, but also developa broad set of character strengths, virtues, and competencies, which together support their well-being. What thislooks like differs from country to country and school-to-school, but at its core is the ‘character + academics’approach to education. The International Positive Education Network (IPEN) supports and drives such a change ineducation around the world.Widespread support is necessary for the success of the positive education movement. We need to be demonstrablyright too -- philosophically and scientifically. Unless we can show that the arguments for positive education are truein practice, policy, and research, then we will not change education in the way the IPEN is proposing. This reportthus attempts to provide the strongest evidence from research, policy and practice from the past decade to supportpositive education.This report is broken into five sections: one leader’s perspective andintroduction to positive education and itshistory; case studies from primary, secondary, and tertiary schools around the world that are actively implementingpositive education; and policy perspectives on positive education. A glossary of key terms is included at the end. ONE LEADERS ACOUNT &THE HISTORY OF POSITIVEEDUCATIONDR. MARTIN SELIGMANDr. Martin Seligman is one of the founders of positivepsychology andthe Zellerbach Family Professor ofPsychology at the University of Pennsylvania. Belowis his account of the movement towards positiveeducation and an overview of his projects in thisemerging field.In two words or fewer, what do you most want foryour children?” Anthony Seldon asks the assembledgathering at the Lawrenceville School in New Jersey.“Happiness, meaning, contentment, fulfillment, joy,health, enthusiasm, courage, stick-to-it-ivenss,” we callout, the words cascading over each other. The occasionis a meeting of teachers from around the world in June200