Positive Educational actions and Healthy Sustainable Development.
DOI:
https://doi.org/10.14738/assrj.21.806Keywords:
Architectures of inclusion / Ecologies of practice / Development of socio emotional skills / Education for healthy Community development / Equity and cultural identities / Participation and empowerment.Abstract
Up to the 21st century, school education is in a state of crisis as a sequence of globalization when the neoliberal model of development pushes to question the right to a good public education (Reid, 1998). The ideal of a public education defined about two centuries ago (Hamilton & Zufiaurre, 2014) is getting lost because of international pressures for competition and dominance of some against the majority. But, living as we are in a diverse world, the misunderstandings, misperceptions and mistakes, regarding the social and natural world we inhabit, are forced to evolve to a context of discursively, morally and socially, ecologically, materially and economically sustainable and socially and personally healthy. School education has something to do about this.
Diversity is the curriculum organizer today, and diversities, are opened to a world of multiple interactions, mixed identities and multiple senses of belonging. At this point, we have to turn our lens. Positive psychology and Positive actions in education can contribute to promote good interaction, democratic participation and a healthy balanced sustainable atmosphere of work. And this is important to promote collaboration, engagement, inclusion and equality.
*Problem statement: Students, teachers, families, communities, develop in a context of diversities. They can be pushed to share, participate, cooperate and socialize while learning together.
*Purpose of the study, Findings & Results: Our research reflects on positive experiences developed with teachers, students, and families, in 25 Infant, Primary and Compulsory secondary schools in Navarra, around 260 teachers and diverse families, from 2012 to 2014 (two years). This which has been framed on the basis of an E.U. Project POSITIVITIES, is exemplified in how can we organize the teaching and learning of a natural phenomenon: “bees in extinction” to be worked out with 10 to 12 years old boys and girls in a constructive school atmosphere.
*Method: Pilot Study to analyze how an online platform on Positive psychology helps teachers to develop socio-emotional skills, encourage to work interactively while at the time, stimulating wellbeing and self-esteem.
*Conclusions and Recommendations: Positive Psychology and Positive Pedagogical actions developed at school education contribute to promote good interaction, democratic participation and a healthy balanced sustainable atmosphere of work to promote equal roles for women, the culturally diverse, the diverse capabilities and abilities…
References
• Ball, S. (2007). Education Plc: Understanding private sector participation in public sector education. London, UK: Routledge.
• Ball, S. (2012). Global education Inc. New policy networks and neoliberal imaginary. London, UK: Routledge.
• Bronfenbrenner, U. (1979). Ecology of Human development: Experiments by nature and design. Cambridge: Harvard Press.
• Bruner, J. (1999). Realidad mental y mundos posibles (The reality of mind and possible worlds). Gedisa. Barcelona.
• Capra, F. (2005). “Speaking Nature`s Language: Principles for Sustainability”. In M.K. Stone & Z. Barlow (eds): Ecological Literacy: Educating our children for a sustainable world. San Francisco: Sierra Book Club Books.
• Csikszentmihalyi, M. (1993). The Evolving self. New York: Harper – Collins.
• Dikeledi Mahlo, F. (2011). “Experiences fo Learning Support Teachers in the Foundation Phase with reference to the implementation of Inclusive education in Gauteng”. Doctoral Thesis. University of South Africa.
• Donald et al., (2009). Educational Psychology in context (3rd. Ed.). Cape Town: Oxford University Press.
• Edwards, M. (2004). Civil Society. Cambridge, UK: Polity Press
• Fullan, M. (1992). Successful school improvement. Ontario: Ontario Institute for Studies in Education.
• Fullan, M. (2001 a). Leading in a Culture of change. San Francisco: Jossey Bass
• Fullan, M. (2001 b). The new meaning of educational change (3rd ed.). Toronto, New York, London: Columbia University, Teachers College Press, Irwing Publishing Ltd.
• Habermas, J. (2003). The future of human nature. Cambridge: Polity Press.
• Habermas, J. (2006). The divided West. Cambridge: Polity Press.
• Hamilton, D. & Zufiaurre, B. (2014). Blackboards and Bootstraps: Revisioning Education & schooling. Rotterdam: Sense Publishers.
• Kaliinasho Haihambo, C. (2010): Inclusive Education. Challenges of students with Disabilities in Institutions of Higher education in Namibia. Doctoral Thesis. University of South Africa.
• Kauffman, S.A. (1993). The origins of order: Self organization and selection in evolution. New York: Oxford University Press.
• Kemmis, S. (1989). “Metatheoy and metapractice in educational theorising and research”. Deakin University (unpublished Paper) (169 p.)
• Kemmis, S. & Grootenboer, P. (2008). “Situating practice in praxis. Practice architectures and the cultural, social and material conditions”. In Kemmis & Smith: Enabling Praxis: Challenges for Education. Amsterdam: Sense Publishers. (pp. 37-62)
• Kemmis, S., Wilkinson, J., Hardy, I., Edwards Groves, Ch. (2009). “Leading and Learning: Developing Ecologies of Educational Practice”. Paper at the Symposium “Ecologies of practice” Australian Association for Research in Education. Canberra. (29-XI – 3-XII, 2009) EWIL091156
• Landsberg, E., Kruger, D. and Nel, N. (Eds.) (2005). Addressing barriers to learning: A South African perspective. Pretoria: Van Schaik.
• Lorenz, E. (2005). “Designing Chaotic Models”. In Journal of the Atmospheric Sciences, 62 (5) (pp. 1574–1587)
• Maynes, M.J. (1985). Schooling in Western Europe: A social history. Albany, US: State University of New York Press
• Monceau, K., Bonnard, O., Thiéry, D. (2014). Vespa velutina: a new invasive predator of honeybees in Europe. In Journal of Pest Science, 87 (1) ( pp 1-16)
• Parsons, T. (1937). The Structure of Social Action. Volume I: Marshall, Pareto, Durkheim. New York: McMillan Publishing, Co., Inc
• Polidori, C., and Borruso, L. (2011). Socially peaceful foragers of the eusocial bee Lasioglossum malachurum are not aggressive against non-nestmates in circle-tube arenas. In Acta Ethologica, 15 (1) (pp. 15-23)
• Putnam, R. (2000). Bowling alone: The collapse and revival of American Community. New York: Simon & Schuster.
• Reid, W. (1998). “Erasmus, Gates and the end of curriculum”, In Journal of Curriculum Studies, 30 (5) (pp. 499-501)
• Rizvi, F, & Lingard B. (2010). Globalizing Educational Policy. London, UK: Routledge.
• Schatzki, Th, R. (2002): The Site of the Social: A Philosophical Account of the Constitution of Social Life and Change. University Park, Pennsylvania: University of Pennsylvania Press.
• Swart, E. & Pettipher, R. (2005). “Framework for understanding inclusion”. In E. Landsberg, D. Kruger, N. Nel (Eds): Addressing barriers to learning. Pretoria: Van Schaik (P. 213-214)
• VV.AA. UNESCO (2005). Guidelines for inclusion: Ensuring access to Education for all. Paris: UNESCO.
• Zufiaurre, B., Albertín A.M. (2006): Evaluación democrática y proyectos cooperativos: El lugar de una evaluación de calidad en una cultura escolar democrática. (democratic evaluation and cooperative projects …) Pamplona: Ediciones Universidad Pública de Navarra.
• Zufiaurre, B., Albertin, A.M. (eds) (2010): Competencias integradas en Educación Infantil y Primaria (Integrated competences in Infant and Primary education). Madrid. CCS
• Zufiaurre, B., Albertin, A., Belletich, O. (2014). “Education for healthy sustainable development”. In Procedia. Social and Behavioral Sciences, (1887- 0428), Elsevier Ltd. 132 (2014) (pp. 196-202).
Downloads
Published
How to Cite
Issue
Section
License
Authors wishing to include figures, tables, or text passages that have already been published elsewhere are required to obtain permission from the copyright owner(s) for both the print and online format and to include evidence that such permission has been granted when submitting their papers. Any material received without such evidence will be assumed to originate from the authors.
