Synthesizing Pedagogy and Positive Psychology: An Educator's Approach to Positive Education By Nicholas Thornley.

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Presentation transcript:

Synthesizing Pedagogy and Positive Psychology: An Educator's Approach to Positive Education By Nicholas Thornley

Research Questions (1) What skills are scientifically proven to increase happiness? (2) What methods for goal setting are proven to lead to greater happiness? (3) What habits are scientifically proven to increase happiness?

The State of Education in the US (1) What benefit could come from such enormous increases in average years in the classroom? (2) With revolutions in Education, Technology, Medicine, etc., what changes in quality of life and average wellbeing would you expect? (Bauman & Graf, 2003)

The State of Happiness in the US (Easterlin, 2005) (Taylor, Funk, & Craighill, 2006)

What is the Causal Relationship? Education consistently correlates with happiness, but does education cause happiness? (Lyubomirsky, King, & Diener, 2005) (Taylor, Funk, & Craighill, 2006)

Rigor and Relevance In other words, a relevant education is one that aligns it's objectives with life objectives... Happiness is a major aim of life (Diener, 2000)

Beyond Heuristics and Anecdotes "If you want to live a happy life, tie it to a goal, not to people or things." - Einstein "Most people are about as happy as they make up their minds to be." - Lincoln idt/self-actualisation.htm

Positive correlates with happiness More successful More creative Stronger social relationships More resourceful Healthier Greater financial success and stability...Things we want for our children and our students

Planning Goals and Affective Forecasting 1. Hedonic Treadmill 2. Problems with Affective Forecasting 3. Importance of Type of Goal 4. Forecasting and Foreknowledge (a) Journal (b) Surrogation Diener, Ed; Lucas, Richard E.; Scollon, Christie Napa American Psychologist, Vol 61(4), May-Jun 2006, "autonomy, competence, or relatedness"

Expressive Writing-It's all good Time: 30 minutes / Single Session 20 minutes / Four Sessions 20 minutes / Three Sessions 2 minutes / Two Sessions Content: Real Trauma Imaginary Trauma Best Possible Self Intensely Positive Experiences Result: Short term v. Long term Health benefits and SWB

Gratitude Seligman, Steen, Park, & Peterson 2005 Seemingly Significant Factors For Three Good Things Frequency Buy-in Long-term

Mindfulness % not "mindful" 2. Those not mindful less happy regardless of task -Killingsworth & Gilbert, Integrative Body-Mind Training 2. Mindfulness-Based Stress Reduction Common theme: Non-judgmental re-focusing on present Benefits found: Lower anxiety, depression, anger, fatigue, and the stress-related cortisol (Tang et al., 2007) After just 11 hours, greater efficiency of white matter in anterior cingulate cortex which is important for self-regulation (Tang et al., in press)

Money How valuable is money?...It helps, but not as much as we thought. Kahneman & Deaton, 2010

Physical Attractiveness Diener, Wolsic, & Fujita 1995

Savoring Significantly correlate with PA: (1) Being Present (2) Positive MTT (3) Distraction Quoidbach, Berry, Hansenne, & Mikolajczak 2010

Conclusion Teacher considerations: (1) Application in classroom v. communication of findings (2) Student buy-in and internal motivation -Respect and concern for each student (3) Attention to impact of IVs in classroom context Research Questions: (1) What skills are scientifically proven to increase happiness? (2) What methods for goal setting are proven to lead to greater happiness? (3) What habits are scientifically proven to increase happiness? Answers...

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