PSY336H1 Chapter Notes - Chapter 10: Appreciative Inquiry, Martin Seligman, Motivation
Document Summary
The emergence of a positive university requires an expansive systemic level understanding of tertiary institutions, one that extends beyond traditional, transactional understandings of the teacher-learner relationship. A positive university needs to be a positive institution, insofar as its activities enable key stakeholders to utilize positive traits (e. g. , strengths) in the service of individual, joint and collective goals. Should be done in such a way so as to increase positive emotions, meaning and engagement and decrease mental illness (e. g. , stress, depression and anxiety) Seligman et al (2009) argue that well-being should be taught in secondary schools for three primary reasons: Consistent with philosophy of positive psychology and positive education, is encompassed by the 4d model (i. e. , discovery, dream, design and delivery). This model is one useful starting point for any university considering the integration and application of positive psychology or positive education. Five key aspects of university life are considered:
