Positive Psychology for Positive Pedagogical Actions

Benjamin Zufiaurre and Maider Perez de Villarreal (Editors)
Public University of Navarra, Spain

Series: Psychology Research Progress
BISAC: PSY012000

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Volume 10

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Special issue: Resilience in breaking the cycle of children’s environmental health disparities
Edited by I Leslie Rubin, Robert J Geller, Abby Mutic, Benjamin A Gitterman, Nathan Mutic, Wayne Garfinkel, Claire D Coles, Kurt Martinuzzi, and Joav Merrick

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Positive Psychology for Positive Pedagogical Actions is organized into three different sections, each containing an introduction and three chapters. This book provides desirable and attainable new ideas for improving education as positive interventions. The introduction of this book frames the authors’ analysis using positive psychology tools to develop techniques promoting positive pedagogical actions. Each section of this book deals with different aspects in the realm of positive pedagogies, positive psychology and practical experiences. The three sections together frame an educational roadway to prepare a humankind social capital in which positive interactive experiences, both psychologically and pedagogically related, do match.

Section one, Positive Pedagogies in Action, is organized into three parts that include Creating a Niche for Critical Pedagogical Praxis in which the theory of practice architectures supports the journey to positive realities when sharing educational purposes; Pedagogical Praxis and Storytelling: Promoting Educational Change through Participation, which gets to the notion of praxis and participatory action in education in which the bridges towards educational change are: dialogue, commitment, self and joint reflection, interaction; and Gender Consciousness: Personal Pedagogy and Political Activism, in which the idea of social change sets bounds to feminist pedagogies, and positive psychology strategies, emerging as appropriated tools connected with the feminisation of discourses and practices.

Section two, Positive Psychology in Practice aims to offer a picture of how to draw positive strategies to guide teaching, while invigorating learning. It includes Affect, Emotion Regulation and Flow Experience in School and Leisure: Contributions for a Positive Education, which studies how to create the best conditions to facilitate optimal experiences at school life; Hope, Engagement and Achievement at School: How Enhancing Hope can Increase School Commitment and Success?, which supports Synders Hope Theory to quote the relationships between hope and engagement, effectiveness, perception of autonomy, school commitment, life satisfaction and well-being; and School as a Positive Organization: Teacher Training on Positive Pedagogies, which explains what a positive institution is and how to cultivate strengths to discover meaning and growth opportunities when sharing educational purposes.

Section three, Practical Experiences to Frame our Positive Pedagogy Proposals, is sustained in positive psychology approaches to promote human development for individual, communities and societies to grow. Taking these into consideration, the combination of reflection, action and participation is the substance for the three practical experiences discussed in this section. These include Inclusive Education: A Frame for Positive Changes in South Africa, which is supported on Bronfenbrenner’s (1987) ecological model of interrelations from the macro to the micro system of educational organization; Teaching Sciences Positively, which is supported in positive psychology strategies to develop positive pedagogical practices in which infant & elementary students can live sciences in an active way, experiencing motivation and engagement towards scientific knowledge; and Involvement and Well-Being: A Micro School Experience, which compares involvement, emotional engagement, sharing and cooperating with one another for well-being in a school room with a teacher trained in positive psychology tools.
(Imprint: Nova)

Preface: The Infrastructures of Schooling Define Where We Are and Where We Go
(Benjamín Zufiaurre and Maider Pérez de Villarreal, Public University of Navarra, Spain)

Introduction: What About School Education to Prepare Humans for a Balanced Sustainable World?
(Benjamín Zufiaurre, Public University of Navarra, Spain)

Section I: Positive Pedagogies in Action

Introduction to Section I: Positive Pedagogies in Action
(Doris Santos, National University of Colombia, Colombia)

Chapter 1
Creating a Niche for Critical Pedagogical Praxis
(Kathleen Mahon, Charles Sturt University, Wagga Wagga, Australia)

Chapter 2
Pedagogical Praxis and Storytelling: Promoting Educational Change through Participation
(Doris Santos, Universidad Nacional de Colombia, Colombia)

Chapter 3
Gender Consciousness: Personal Pedagogy and Political Activism
(Miriam David, University College London, United Kingdom)

Section II: Positive Psychology in Practice

Introduction to Section II: Positive Psychology in Practice
(Raquel Albertín, Flow Foundation, Barcelona, Spain)

Chapter 4
Affect, Emotion Regulation and Flow Experience in School and Leisure: Contributions for a Positive Education
(Teresa Freire and Dionisia Tavares, School of Psychology, University of Minho, Portugal)

Chapter 5
Hope, Engagement and Achievement at School: How Enhancing Hope can Increase School Commitment and Success?
(Yann Delas, Charles Martin-Krumm, Fabien Fenouillet and Jean Heutte, CREAD - EA– UEB, Rennes, France, and others)

Chapter 6
School as a Positive Organization: Teacher Training on Positive Pedagogies
(Raquel Albertín and Antonio Ventura-Traveset, Flow Foundation, Barcelona, Spain)

Section III: Practical Experiences to Frame our Positive Pedagogy Proposals

Introduction to Section III: Practical Experiences to Frame our Positive Pedagogy Proposals
(Benjamín Zufiaurre and Raquel Albertín, Public University of Navarra, Spain, and others)

Chapter 7
Inclusive Education: A Frame for Positive Changes in South Africa
(Anna J. Hugo, University of South Africa, South Africa)

Chapter 8
Teaching Sciences Positively
(Maider Pérez de Villarreal, Public University of Navarra, Spain)

Chapter 9
Involvement and Well-Being: A Micro School Experience
(Yolanda Alonso, Sarriguren Public School, Pamplona, Spain)

Index

This book is of interest mainly to the field of educational professions: infant, elementary and secondary teachers, university lecturers, professors and associate professors. It is good to manage in Masters programs (the University of Aarhus (DK) has one - there are others related to Health and Welfare). It is also be useful for public administration, school advisors, inspectors and government professionals at the time of managing the design of the curriculum, all those who are interested in applying positive psychology techniques for welfare and to improve the performance of students and citizens.

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