Review article

Philosophical Backgrounds of Positive Pedagogy

Branko Bognar orcid.org/0000-0002-8037-6555 ; Faculty of Humanities and Social Sciences in Osijek, Croatia
Sanja Simel orcid.org/0000-0003-2485-6068 ; Faculty of Humanities and Social Sciences in Osijek, Croatia

Abstract

Regarding the rapid growth and interest in positive psychology in the last fifteen years, the paper discusses the possibility of creating a positive pedagogy as a new sub-discipline of pedagogical science. It is important to discuss the philosophical starting points that it could be based on, which is the main purpose of this paper. In this discussion a critical approach was made to the ideas of humanistic psychology, positive psychology and critical-emancipatory philosophy, with the aim to define positive orientation in education as a phenomenon considered in positive pedagogy. Positive education involves expressing productive capabilities of all participants in the educational process. This positivity in upbringing is not externally imposed as a universal virtue, but the participants in this process negotiate and determine those values and develop those virtues that are considered important for what they want with their own, independent, free action to achieve.

Keywords

positive pedagogy; positive orientation to education; humanistic psychology; humanistic pedagogy; positive psychology; critical and emancipatory philosophy; emancipatory education

Hrčak ID:

109523

URI

https://hrcak.srce.hr/109523

Publication date:

10.9.2013.

Article data in other languages: croatian

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