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
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
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)
Photo: Hans Henrik Knoop, 2012
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
Being Calm and Moved - Simultaneously Hans Henrik Knoop, 2011
Being Calm and Moved - Simultaneously Hans Henrik Knoop, 2011
Calm, yet full of life Hans Henrik Knoop, 2011
2008 Hans Henrik Knoop Calm, yet full of life
Calm, yet full of life
Calm and Moving - Simultaneously
Focused and Moving - Simultanuously
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)
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
Optimal, self-regulated growth Challenges that demand improvisation High Anxiety Low Boredom Low High Skills that provide confidence (Knoop, 2012) Hans Henrik Knoop, 2012
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
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
Thank You! 2009 Hans Henrik Knoop
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, 68-78 Senge, P. M. (1990). The Fifth Discipline The Art & Practice of the Learning Organization. London: Century Business. Hans Henrik Knoop, 2013