UČITI, RADITI I BITI DOBRO – POZITIVNO OBRAZOVANJE KAO ŠANSA ZA OBRAZOVNI SISTEM U SRBIJI

Uzdanica XX, vanredni broj (2023), (str. 13-39)

AUTOR(I): Mirjana M. Beara Benjak, Gorana M. Rakić-Bajić

E-ADRESA: mirjana.beara@filum.kg.ac.rs

Download Full Pdf 

DOI: 10.46793/Uzdanica20.S.013BB

SAŽETAK:

Cilj ovog rada je da ponudi jedan od mogućih puteva za podršku osećanju dobrobiti i zadovoljstva svih aktera obrazovanja u Srbiji, koji se naziva pozitivnim obrazovanjem. Nedavna istraživanja ukazuju na prisustvo zabrinjavajućih pokazatelja mentalnog zdravlja i stresa kako kod učenika tako i kod nastavnika, što po svemu sudeći utiče i na postignuća i ostvarivanje ciljeva i ishoda obrazovanja. Pozitivno obrazovanje je primenjena disciplina Pozitivne psihologije u obrazovnom kontekstu, koja podjednak značaj posvećuje kako postignućima tako i mentalnom zdravlju, optimalnom funkcionisanju i dobrobiti svih uključenih u procese učenja i nastave. Prikazani su modeli pozitivne psihologije i pozitivnog obrazovanja i neka iskustva u primeni ovih modela, kao i mogućnost primene u našoj zemlji.

KLJUČNE REČI:

pozitivna psihologija, pozitivno obrazovanje, dobrobit, ciljevi obrazovanja, postignuća, stavovi o obrazovanju, mentalno zdravlje, modeli pozitivnog obrazovanja

LITERATURA:

  • Argajl (2001): M. Argyle, The Psychology of Happiness, 2nd ed., New York: Routledge.
  • Baumajster, Liri (1995): R. F. Baumeister, M. R. Leary, The need to belong:
    Desire for interpersonal attachments as a fundamental human motivation, Psychological Bulletin, 117, 497‒529.
  • Baumajster, Kembel, Kriger, Vohs (2003): R. F. Baumeister, J. D. Campbell, J. I. Krueger, K. D. Vohs, Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles?, Psychological Science in the Public Interest, 4, 1‒44.
  • Beara, Dubovicki (2023): M. Beara, S. Dubovicki, The Polak Game and the Futures of Education – Are University Students Optimists or Pessimists about the Future of Education?, Journal of Futures Studies, 27(4), 29‒41. DOI: 10.6531/JFS.202306_27(4).0003
  • Beara, Jerković (2015): M. Beara, I. Jerković, Društvene okolnosti i nastavnička profesija, Sociološki pregled, XLIX/2, 229‒253.
  • Beara, Rakić-Bajić, Hinić (2021): M. Beara, G. Rakić-Bajić, D. Hinić, Teachers’ perceived stress and experience in online teaching during the early phase of the COVID-19 pandemic, Psihološka istraživanja, Vol. XXIV, 201‒215. DOI: 10.5937/PSISTRA24-32741
  • Bernard, Valton (2011): M. Bernard, K. Walton, The effect of You Can Do It!
    Education in six schools on student perceptions of wellbeing, teaching, learning and relationships, Journal of Student Wellbeing, 5, 22–37.
  • Bognar, Dubovicki (2012): L. Bognar, S. Dubovicki, Emocije u nastavi, Hrvatski časopis za odgoj i obrazovanje, 14(1), 135‒153.
  • Bolije, Haverman, Vesterhof, Riper, Smit, Bolmajer (2013): L. Bolier,
    M. Haverman, G. J. Westerhof, H. Riper, F. Smit, E. Bohlmeijer, Positive psychology interventions: a meta-analysis of randomized controlled studies, BMC Public Health, 13, 119. https://doi.org/10.1186/1471-2458-13-119
  • Buđevac (2022): N. Buđevac, Istraživanje o stavovima roditelja o obrazovnom sistemu u Srbiji, NARNIS. Pristupljeno 7. 11. 2023. na: https://www.obrazovanje.org/login/files/7c35d107b4f4d9da3e9441b6b4fdbff7006ce046.pdf
  • Buđevac (2023): N. Buđevac, Istraživanje o stavovima nastavnika i di-
    rektora škola o obrazovnom sistemu u Srbiji. NARNIS. Pristupljeno 7.11. 2023.
    https://www.obrazovanje.org/login/files/2705f8c544756da77a7ab57d4ddea177eaa20c96.pdf
  • Vagner, Holenštajn, Vepf, Ruš (2020): L.Wagner, M. Holenstein, H. Wepf, W. Ruch, Character strengths are related to students’ achievement, flow experiences, and enjoyment in teacher-centered learning, individual, and group work beyond cognitive ability, Frontiers in Psychology, 1, 1324. doi: 10.3389/fpsyg.2020.01324
  • Vagner, Ruš (2015): L. Wagner, W. Ruch, Good character at school: positive
    classroom behavior mediates the link between character strengths and school achievement, Frontiers in Psychology, 6, 610. doi: 10.3389/fpsyg.2015.00610
  • Vang, Hertel, Valberg (1997): M. C.Wang, G. D. Haertel, H. J. Walberg, Fostering educational resilience in inner-city schools, In: H. J. Walberg, O. Reyes, R. P. Weissberg (Eds.), Children and youth: Interdisciplinary perspectives, Sage Publications, Inc., 119–140.
  • Veber, Vagner, Ruh (2016): M. Weber, L. Wagner, W. Ruch, Positive feelings
    at school: on the relationships between students’ character strengths, school-related affect, and school functioning, Journal of Happiness Studies, 17, 341–355. https://doi.org/10.1007/s10902-014-9597-1
  • Vela-Brodrik, Čin, Rikard (2014): D. Vella-Brodrick, T. Chin, N. Rickard, An Evaluation of Positive Education at Geelong Grammar School: A Snapshot of 2013, 1‒91.
  • Videnović, Čaprić (2020): M. Videnović, G. Čaprić, PISA 2018 izveštaj za Republiku Srbiju, Ministarstvo prosvete Republike Srbije.
  • Voters (2011): L. Waters, A review of school-based positive psychology interventions, The Australian Educational and Developmental Psychologist, 28(2), 75–90. https://doi.org/10.1375/aedp.28.2.75
  • Voters, Loton (2019). L. Waters, D. J. Loton, SEARCH: A Meta-Framework
    and Review of the Field of Positive Education, International Journal of Applied Positive Psychology, 4, 1–46.
  • Gejbl, Hajt (2005): S. L. Gable, J. Haidt, What (and why) is positive psychology?, Review of General Psychology, 9, 103–110.
  • Gilam, Adams-Dojč, Verner, Rejvič, Kulter-Hajndl, Linkins, Vinder,
    Peterson, Park, Abenavoli, Kontero, Seligmen (2011): J. Gillham, Z. Adams-Deutsch, J. Werner, K. Reivich, V. Coulter-Heindl, M. Linkins, B. Winder, C. Peterson, N. Park, R. Abenavoli, A. Contero, M. E. P. Seligman, Character strengths predict subjective well-being during adolescence, The Journal of Positive Psychology, 6(1), 31‒44.
  • Goldberg, Somers-Spikerman, Klark, Šreurs, Bolmejer (2022): J. M. Goldberg, M. P. J. Sommers-Spijkerman, A. M. Clarke, K. M. G. Schreurs, E. T. Bohlmeijer, Positive education in daily teaching, the promotion of wellbeing, and engagement in a whole school approach: a clustered quasi-experimental trial, School Effectiveness and School Improvement, 33(1), 148‒167. DOI: 10.1080/09243453.2021.1988989
  • Grin, Noriš (2013): L. Green, J. Norrish, Enhancing well-being in adolescents: Positive psychology and coaching psychology interventions in schools, In: C. Proctor, P. Linley (Eds.), Research, Applications, and Interventions for Children and Adolescents,1st ed., Dordrecht: Springer, 211‒222.
  • Diner, Diner, Diner (1995): E. Diener, M. Diener, C. Diener, Factors Predicting the Subjective Weil-Being of Nations, Journal of Personality and Social Psychology, 69(5), 851‒864.
  • Diner, Tapa, Taj (2020): E. Diener, S. Thapa, L. Tay, Positive emotions at work, Annual Review of Organizational Psychology and Organizational Behavior, 7, 451–477. https://doi.org/10.1146/annurev-orgpsych-012119-044908
  • Živanović, Vukčević-Marković, Dimoski, Gvozden (2022): M. Živanović, M. Vukčević-Marković, J. Dimoski, M. Gvozden, Mentalno zdravlje u Srbiji ‒ procena potreba, faktora rizika i barijera u dobijanju stručne podrške, Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH, https://psychosocialinnovation.net/wp-content/uploads/2022/05/PROCENA-POTREBA-FAKTORA-RIZIKA-I-BARIJERA-U-DOBIJANJU-STRUCNE-PODRSKE.pdf
  • ZVKOV (2013): Standardi opštih međupredmetnih kompetencija za kraj srednjeg obrazovanja, Beograd: Zavod za vrednovanje kvaliteta obrazovanja i vaspitanja.
  • ZOSOV (2023): Zakon o osnovama sistema obrazovanja i vaspitanja (prečišćen tekst). Pristupljeno 4. 11. 2023. https://www.pravno-informacionisistem.rs/SlGlasnikPortal/eli/rep/sgrs/skupstina/zakon/2017/88/1/reg
  • Zotović Kostić, Beara (2016). M. Zotović Kostić, M. Beara, Mentalno zdravlje mladih u Vojvodini – stanje i perspektive. Centar za proizvodnju znanja i veština.
  • IPP (2024, u štampi): IPP, Positive education in primary schools ‒ manual for teachers, Institut za pozitivnu psihologiju.
  • Ivanković, Rijavec (2012): M. Ivanković, M. Rijavec, Utjecaj provođenja programa pozitivne psihologije na optimizam i razredno ozračje kod učenika četvrtog razreda osnovne škole, Napredak, 153(2), 219‒234.
  • Jovanović (2021a): V. Jovanović, Psihologija subjektivnog blagostanja (2. izdanje), Novi Sad: Filozofski fakultet.
  • Jovanović (2021b): V. Jovanović, Subjektivno blagostanje – kroskulturalna perspektiva, Futura.
  • Kašdan, Mišra, Brin, Froh (2009): T. B. Kashdan, A. Mishra, W. E. Breen, J. J. Froh, Gender differences in gratitude: Examining appraisals, narratives, the willing ess to express emotions, and changes in psychological needs, Journal of Personality, 77(3), 691–730. https://doi.org/10.1111/j.1467-6494.2009.00562.x
  • Kvinlan, Svajn, Kameron, Vela-Brodrik (2014): D. Quinlan, N. Swain, C. Cameron, D. Vella-Brodrick, How ‘other people matter’ in a classroom-based strengths intervention: Exploring interpersonal strategies and classroom outcomes, The Journal Of Positive Psychology, https://doi.org/10.1080/17439760.2014.920407.
  • Kern, Kaufman (2017): M. L. Kern, S. B. Kaufman, Research in Positive Education, In: E. Larson (Ed.), The State of Positive Education, IPEN.
  • Kiz (2002): C. L. M. Keyes, Mental health continuum: From languishing to flourishing in life, Journal of Health and Social Behavior, 43, 207–222.
  • Koen, Vilijamson (1988): S. Cohen, G. Williamson, Perceived stress in a probability sample of the United States, In: S. Spacapan, S. Oskamp (Eds.), The social psychology of health: Claremont Symposium on applied social psychology, Newbury Park, CA:Sage.
  • Larson (2017): E. Larson (Ed.), The state of positive education, https://www.ipen-network.com/post/the-state-of-positive-education. IPEN.
  • Luković, Marinković, Zotović (2022): S. Luković, B. Marinković, K. M. Zotović, The Zone of Actual and the Zone of Proximal Development Measured through Preschool Dynamic Assessment as Predictors of Later School Performance – a Longitudinal Study, Psihologija, 55(1), 89–10. https://doi.org/10.2298/PSI200914004L
  • Lutens, Lutens, Lutens (2004): F. Luthans, K. Luthans, B. Luthans, Positive psychological capital: Beyond the human and social capital, Business Horizons, 47(1), 45–50.
  • Maksić, Đurišić-Bojanović (2017): S. Maksić, M. Đurišić-Bojanović, Doprinos školskog psihologa primeni principa pozitivne psihologije u razvoju škole, Nastava i vaspitanje, 66(2), 337‒350. DOI: 10.5937/nasvas1702337M
  • Marero, Karbajera, Martin, Mehias, Hernandez (2016): R. J. Marrero, M. Carballeira, S. Martin, M. Mejias, J. A. Hernandez, Effectiveness of a positive psychology intervention combined with cognitive behavioral therapy in university students, Anales de psicología, 32(3), 728‒740.
  • Miljković, Rijavec (2010): D. Miljković, M. Rijavec, Kako biti bolji?, Priručnik iz pozitivne psihologije, Čačak: Legenda.
  • Mur, Lipman (2005): K. A. Moore, L. H. Lippman, Introduction and conceptual framework, In: K. A. Moore, L. H. Lippman (Eds.), What do children need to flourish: Conceptualizing and measuring indicators of positive development, New York, NY: Springer Science & Business Media, 1–10.
  • Majers (2000): D. G. Myers, The funds, friends, and faith of happy people, American Psychologist, 55, 56‒67.
  • NPS (Nacionalni prosvetni Savet) (2011): Indikatori za praćenje stanja u obrazovanju. Pristupljeno 4. 11. 2023. na https://archive.erisee.org/sites/default/files/Indicators%20for%20monitoring%20of%20education%202011.pdf
  • Noriš, Robinson, Vilijams (2011): J. Norrish, J. Robinson, P. Williams, A
    Model for Positive Education, Corio: Geelong Grammar School.
  • Noriš, Vilijams, O’Konor, Robinson (2013): J. M. Norrish, P. Williams,
    M. O’Connor, J. Robinson, An applied framework for positive education, Int. J. Wellbeing, 3, 147–161. https://doi.org/10.5502/ijw.v3i2.2
  • Pavot, Diner (2008): W. Pavot, E. Diener, The satisfaction with life scale and the emerging construct of life satisfaction, Journal of Positive Psychology, 3, 137–152.
  • Park (2004): N. Park, Character strengths and positive youth development, Annals of the American Academy of Political and Social Science, 591(1), 40‒54. https://doi.org/10.1177/0002716203260079
  • Park (2009): N. Park, Building strengths of character: keys to positive youth development, Reclaiming Children and Youth, 18, 42–47.
  • Patrik, Rajan, Kaplan (2007): H. Patrick, A. M., Ryan, A. Kaplan, Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement, Journal of Educational Psychology, 99(1), 83–98. https://doi.org/10.1037/0022-0663.99.1.83
  • Pešikan (2020): A. Pešikan, Učenje u obrazovnom kontekstu, Beograd: Službeni glasnik.
  • Piterson, Seligmen (2004): C. Peterson, M. E. P. Seligman, Character strenghts and virtues: A handbook and classification, Washington DC: American Psychological Association / New York: Oxford University Press.
  • Popović, Beara (2022): D. Popović, M. Beara, Projektnom nastavom ka međupredmetnim kompetencijama učenika, Inovacije u nastavi, XXXV/2, 131–144. UDK 371.314.6, DOI: 10.5937/inovacije2202131P
  • Popović, Beara, Belić (2021): D. Popović, M. Beara, M. Belić, Difficulties in the Online Educational Context – Perception of Students, Parents, and Teachers, Uzdanica, XVIII/2, 67–82. DOI 10.46793/Uzdanica18.II.067P
  • Proktor, Cukajama, Vud, Moltbi, Idis, Linli (2011): C. Proctor, E. Tsukayama, A. M. Wood, J. Maltby, J. F. Eades, P. A. Linley, Strengths gym: The impact of a character strengths-based intervention on the life satisfaction and well-being of adolescents, The Journal of Positive Psychology, 6(5), 377–388. https://doi.org/10.1080/17439760.2011.594079
  • Rajan, Patrik (2001): A. M. Ryan, H. Patrick, The Classroom Social Environ-
    ment and Changes in Adolescents’ Motivation and Engagement During Middle School, American Educational Research Journal, 38(2). https://doi.org/10.3102/00028312038002
  • Razvionica (2015): Okvir nacionalnog kurikuluma – Osnovi učenja i nastave. Projekat „Razvionicaˮ, Podrška razvoju ljudskog kapitala i istraživanju – Opšte obrazovanje i razvoj ljudskog kapitala.https://www.obrazovanje.org/rs/uploaded/dokumenta/Okvir-nacionalnog-kurikuluma_Osnovi-ucenja-i-nastave.pdf
  • Rašković (2021): I. Rašković, Pozitivna psihologija – mogućnost primene u domovima učenika, Vaspitni rad u domovima učenika srednjih škola Republike Srbije (Zbornik radova), 10, Institut za ekonomiju i pravo, 95–101.
  • Rejvič, Gilam, Čaplin, Seligmen (2013): K. Reivich, J. E. Gillham, T. M. Chaplin, M. E. P. Seligman, From helplessness to optimism: The role of resilience in treating and preventing depression in youth, In: S. Goldstein, R. B. Brooks (Eds.), Handbook of resilience in children, Springer Science + Business Media, 201–214. https://doi.org/10.1007/978-1-4614-3661-4_12
  • Rijavec, Miljković, Brdar (2008): M. Rijavec, D. Miljković, I. Brdar, Pozitivna psihologija – znanstveno istraživanje ljudskih snaga i sreće, IEP-D2.
  • Rijavec (2015): M. Rijavec, Should happiness be taught in school?, Croatian Journal of Education, 17(1), 229‒240.
  • Rijavec, Jurčec (2023): M. Rijavec, L. Jurčec, Pozitivna psihologija i dobrobit učencev, Vzgoja i izobraževanje, 1‒2, 23‒29.
  • Seligmen, Stin, Park, Piterson (2005): M. E. P. Seligman, T. A. Steen, N. Park, P. Peterson, Positive psychology progress: Empirical validation of interventions, American Psychologist, 60(5), 410‒421.
  • Seligmen (2011): M. Seligman, Flourish, New York, NY: Free Press.
  • Seligmen (2018). M. Seligman, PERMA and the building blocks of well-being, The Journal of Positive Psychology, DOI: 10.1080/17439760.2018.1437466
  • Seligmen, Ernst, Gilam, Rejvič, Linkins (2009): M. Seligman, R. Ernst,
    J. Gillham, K. Reivich, M. Linkins, Positive education: positive psychology and classroom interventions, Oxford Review Of Education, 3(35), 293‒311. https://doi.org/10.1080/03054980902934563
  • SeCons/CPŽ (2020): SeConS/CPŽ Istraživanje o uticaju pandemije korona virusa na populaciju mladih u Srbiji. Pristupljeno 5. 11. 2023. na: https://cpz.rs/wp-content/uploads/2020/12/SeConS_CP%C5%BD_-Uticaj-pandemije-korona-virusa-na-populaciju-mladih-u-Srbiji-FINAL.pdf
  • Stojanović, Milovanović, Ćirković-Miladinović (2023): B. Stojanović, R. Milovanović, I. R. Ćirković-Miladinović, Emocionalne reakcije adolescenata u nastavi, Uzdanica, XX/1, 215–228. DOI 10.46793/Uzdanica20.1.215S
  • Tinari (2019): C. M. Tinari, Positive Emotions in the Classroom: Tips for Boosting Curiosity, Hope and Belonging. Pristupljeno 29. 10. 2023. na https://freespiritpublishingblog.com/2019/09/30/positive-emotions-in-the-classroom-tips-for-boosting-curiosity-hope-and-belonging/
  • Tugade, Fredrikson (2004): M. M. Tugade, B. L. Fredrickson, Resilient Individuals Use Positive Emotions to Bounce Back From Negative Emotional Experiences, Journal of Personality and Social Psychology, 86(2), 320–333.
  • UNICEF (2022): UNICEF, Svaki peti adolescent prijavljuje nervozu, u planu jačanje psihosocijalne podrške adolescentima. Saopštenje za medije. https://www.unicef.org/serbia/medija-centar/vesti/konferencija-mentalno-zdravlje-mladih-2022
  • Frajdenberg (2010): E. Frydenberg, Think positively!. London: Continuum International Pub. Group.
  • Fredrikson (2001): B. L. Fredrickson, The role of positive emotions in positive psychology: The Broaden-Ad-Build Theory of positive emotions, American Psychologist, 56(3), 218‒226.
  • Hased (2008): C. S. Hassed, The essence of health: the seven pillars of wellbeing (1st ed.), Ebury Press.
  • Hiks, King (2009): J. A Hicks, L. A. King, Positive mood and social relatedness as information about meaning in life, The Journal of Positive Psychology, 4(6), 471–482. https://doi.org/10.1080/17439760903271108
  • Hapert, Džonson (2010): F. Huppert, D. Johnson, A sontrolled trial of mindfulness training in schools: The importance of practice for an impact on well-being, The Journal of Positive Psychology, 5, 264–274.
  • Čeng, Hzu, Huang, Kin, Liu, Tjan, Liao, Žu, Ksiang, Čen Jand Lei (2022): X. Cheng, S. Xu, Y. Huang, C. Qin, K. Liu, M. Tian, X. Liao, X. Zhou, B. Xiang, W. Chen Jand Lei, Initial validation of the Chinese version VIA Youth-96 and age-related changes in character strengths among adolescents, Frontiers in Psychology, 13, 906171.
  • Čiksentmihalji (2017): M. Čiksentmihalji, Tok – Psihologija optimalnog iskustva, Fedon.
  • Džabari, Šahidi, Panagi, Mazaheri, Oberle (2021): M. Jabbari, S. Shahidi, L. Panaghi, M. A. Mazaheri, E. Oberle, Examining the link between character strengths and positive and negative mental health indicators in Iranian adolescents, Journal of Psychoeducational Assessment, 39, 610–622. doi: 10.1177/07342829211005300
  • Šarančić, Miljković, Rijavec (2016): S. Šarančić, D. Miljković, M. Rijavec, The impact of the positive psychology program to the well-being (optimism, hope, life satisfaction) of third grade students in the primary school [Paper presentation], 8th European Congress on Positive Psychology, June 28 ‒ July 1 2016, Angers, France.
  • Šverko, Kramar, Spanić, Tomas, Vuger (2009): D. Šverko, K. Kramar, A. Spanić, J. Tomas, R. Vuger, Optimizam: Može li se uvježbati?, Knjiga sažetaka 1, Međunarodni kongres psihologa Bosne i Hercegovine.
  • Šošani, Aviv (2012): A. Shoshani, I. Aviv, The pillars of strength for first-grade adjustment ‒ Parental and children’s character strengths and the transition to elementary school, The Journal of Positive Psychology, 7(4), 315–326. https://doi.org/10.1080/17439760.2012.691981