Positive Psychology in Education: The joy of learning as a precondition for educational performance

Transcription

1 Positive Psychology in Education: The joy of learning as a precondition for educational performance Congrès Francophone De Psychologie Positive Metz 22 Novembre 2013 Hans Henrik Knoop Department of Education, Aarhus University, Denmark President, European Network for Positive Psychology

2 Fundamental needs in everyone Experience of being competent I usually can, if I really try (self-efficacy) Experience of social relatedness I am not alone / my life has meaning / I matter Experience of self-regulated growth - e.g. learning and creativity I act voluntarily almost no matter what (autonomously motivated) (Deci & Ryan, 2011; Knoop, 2010, 2012) Hans Henrik Knoop, 2012

3 Thriving as self-regulated growth Differentiation (more unpredictable) High Fragile state Low Low Rigid state High Integration (more directed) (Forrester, 1968; Csikszentmihalyi, & Knoop, 2008; Knoop, 2010, 2012)

4 Photo: Hans Henrik Knoop, 2012

5 Two universal processes predicting human thriving growth-processes (directed and unpredictable) that for a person for instance implies learning and creativity <=> thriving - in combination with self-regulating processer (directed and unpredictable) that for a person for instance implies freedoms effective regulation in case of too much or too little <=> thriving (Forrester, 1968; Knoop, 2013b) Hans Henrik Knoop, 2013

6 Being Calm and Moved - Simultaneously Hans Henrik Knoop, 2011

7 Being Calm and Moved - Simultaneously Hans Henrik Knoop, 2011

8 Calm, yet full of life Hans Henrik Knoop, 2011

9 2008 Hans Henrik Knoop Calm, yet full of life

10 Calm, yet full of life

11 Calm and Moving - Simultaneously

12 Focused and Moving - Simultanuously

13 Thriving as self-regulated growth Differentiation (more unpredictable) High Fragile state Low Low Rigid state High Integration (more directed) (Forrester, 1968; Csikszentmihalyi, & Knoop, 2008; Knoop, 2010, 2012)

14 Optimal experience / development Challenges that demand improvisation High Anxiety Low Boredom Low (Csikszentmihalyi, 1990; Knoop, 2008) High Skills that provide confidence Hans Henrik Knoop, 2012

15 Optimal, self-regulated growth Challenges that demand improvisation High Anxiety Low Boredom Low High Skills that provide confidence (Knoop, 2012) Hans Henrik Knoop, 2012

16 Thinking fast, and slow Perception / Intuition Cognitive System 1 Necessary educational experiences Reasoning Cognitive System 2 Process Fast (parallel) Automatic / Subconscious / Instinctive Frequent Emotional Stereotypic / Common-sense Rigid Real Needs Utility Slow (serial) Effortful / Conscious / Deliberate Infrequent Logical Calculating / Controlled Flexible Content Percepts Present stimulation Stimulus-constrained Conceptual representations Past, Present, Future Can be triggered by language (Daniel Kahneman, 2011; Knoop, 2013) Hans Henrik Knoop, 2013

17 Result: Increased competence Desire to learn more Action: Intrinsically motivated learning and creativity Desire to create more Potential energy: Desire to learn and create: curiosity and entrepreneurship Experience: Intrinsically motivating positive emotions Preconditions: Aesthetics, functional settings, good atmosphere Result: Increased creativity (Knoop, 2009) Positive Psychology in Education Experience: Intrinsically motivating engagement Preconditions: Autonomy, purpose, energizing goals, un-bureaucratic rules, flexible degree of challenge, non-humiliating feedback and possibility for concentration Experience: Intrinsically motivating meaning Preconditions: Usability Good reasons Experience: Intrinsically motivating social relations Preconditions: Positive support and positive challenge Base: Unfolding individual strengths in daily life

18 Thank You! 2009 Hans Henrik Knoop

19 References Csikszentmihalyi, M. (1993). The Evolving Self. New York: Harper-Collins. Csikszentmihalyi, M. & Knoop, H. H. (2008). Complexity: universal ideal and global threat. Copenhagen: Danish Psychological Publishing. Forrester, J. W. (1968). Principles of Systems, 2nd ed. Pegasus Communications Gardner, H., Csikszentmihalyi, M. & Damon, W. (2001). Good Work: When excellence and ethics meet. New York: Basic Books. Inghilleri, P. (1999). From Subjective Experience to Cultural Change. New York: Cambridge University Press. Kahneman, D. (2011). Thinking fast, and slow. New York: Farrar, Straus & Giroux. Kauffman, S. A. (1993). The Origins of order: Self-organization and selection in evolution. New York: Oxford University Press. Knoop, H. H. (2007). Control and Responsibility: A Danish Perspective on Leadership. In: Gardner, H. (ed). Responsibility at Work: How Leading Professionals Act (or Don't Act) Responsibly. San Francisco, CA: Jossey- Bass. Knoop, H. H. (2007). Wise Creativity and Creative Wisdom. In: Craft, A., Gardner, H. & Claxton, G. (eds) Creativity and Wisdom in Education. Thousand Oaks, CA: Corwin Press. Knoop, H. H. (2011). Education in 2025: How Positive Psychology can re-vitalize education. In: Donaldson, S.I., Csikszentmihalyi, M., & Nakamura, J. (Eds.). Applied Positive Psychology: Improving Everyday Life, Health, Schools, Work, and Society. London: Routledge Academic. Knoop, H. H. (2013a). Positive Education, or Just Education. In: Proctor, C., Linley, P. A. (Eds.). Research, Applications, and Interventions for Children and Adolescents - A Positive Psychology Perspective. Springer. Knoop, H. H. (2013b). Positiv Psykologi. Aarhus Universitetsforlag. Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, Vol. 55(1), Jan, Senge, P. M. (1990). The Fifth Discipline The Art & Practice of the Learning Organization. London: Century Business. Hans Henrik Knoop, 2013