Download - Knoop keynote 3 juli
(State-of-the art in) Positive Education
Keynote, July 3rd 2014
Hans Henrik Knoop - [email protected]
Associate Professor, Department of Education, Aarhus University, Denmark
President, European Network for Positive Psychology
Extraordinary Professor, North-West University, South Africa
Some pointless problems
with (also) education:
too much experience of
• passivity
• boredom
• anxiety
• social tension
• meaningless discipline
• failure
- all leading learners away from learning /
out of flourishing / teaching helplessness
Hans Henrik Knoop, 2014
Some dangerous system dynamics
affecting (also) education:
1. By evolutionary instinct, we compete for status
(vertically) and territory (horizontally)
2. Competition can be fun – and inhumane – in
economy, in politics, in sports, anywhere…
3. Standardized testing – and overdone teaching to
tests – easily creates a sense of only the best being
good enough – inducing a spirit where an ordinary
life is meaningless.
Hans Henrik Knoop, 2014
Photo: Hans Henrik Knoop, 2012
Flourishing:
self-regulated,
strengths-based
growth
Success
as increased
competence
Intrinsically
motivated
positive emotions
Success
as increased
creativity
Intrinsically
motivated
meaning
Intrinsically
motivated
engagementIntrinsically
motivated
social relations
Preconditions:
• Good social
atmosphere
• Aesthetics
• Functionality
Preconditions:
• Social support
• Positive social
challenge
Preconditions:
• Autonomy
• Meaningful goals
• Unbureaucratic rules
• Flexible challenges
• Stimulating feedback
• Concentration
Preconditions:
• Usability
• Good reasons
Potential energy in form of
curiosity and urge to act
Flourishing (in)
EducationLearning and
creative processesDesire to
learn more Desire to
create more
(Hans Henrik Knoop, 2014)
Intrinsically
motivated
physical health
Preconditions:
• Nutrition
• Movement
• Sleep
• Hygiene
Foundation: Satisfaction of basic needs for self-regulated, strengths-based growth
Self-regulated growth
is the
quintessential key to
well-being
and
well-functioning
- also in school !Hans Henrik Knoop, 2014
Photo: Hans Henrik Knoop, 2012
Flourishing:
self-regulated,
strengths-based
growth
Flourishing futures:
Direction and
unpredictability
combined Hans Henrik Knoop, 2014
Flourishing is a process that isdirected yet unpredictable in detail
growth-processes (directed yet unpredictable in detail)that for a person for instance implies
learning and creativity <=> wellbeing
- in combination with
self-regulating processes (directed yet unpredictable in detail)that for a person for instance implies
freedoms effective regulation
in case of ”too much” or “too little” <=> wellbeing
(Forrester, 1968; Csikszentmihalyi & Knoop, 2008; Knoop, 2013) Hans Henrik Knoop, 2014
Directed yet Directed yet Directed yet Directed yet
unpredictable unpredictable unpredictable unpredictable
---- making us feel making us feel making us feel making us feel
calmcalmcalmcalm andandandand movedmovedmovedmoved
simultaneouslysimultaneouslysimultaneouslysimultaneouslyHans Henrik Knoop, 2014
FeelingFeelingFeelingFeeling
calmcalmcalmcalm
andandandand
movedmovedmovedmoved
---- simultaneouslysimultaneouslysimultaneouslysimultaneouslyHans Henrik Knoop, 2014
Calm, Calm, Calm, Calm,
yet full of lifeyet full of lifeyet full of lifeyet full of life
---- and movingand movingand movingand moving
Hans Henrik Knoop, 2014
FocusedFocusedFocusedFocused
aaaand nd nd nd
movedmovedmovedmoved
simultaneouslysimultaneouslysimultaneouslysimultaneouslyHans Henrik Knoop, 2014
Fragile
state
Rigid
state
High
Low
Integration(more directing)
Differentiation
(more unpredictable)
Low High
Flourishing as self-regulated growth
(Forrester, 1968; Csikszentmihalyi, & Knoop, 2008; Knoop, 2010, 2012) Hans Henrik Knoop, 2014
Anxiety
Boredom
High
Low
Skills(more directing)
Challenges(more unpredictable)
Low High
Optimal, self-regulated growth
Hans Henrik Knoop, 2014(Knoop, 2012 - based on Csikszentmihalyi, 1990, 1993; Damon 2008; Gardner, 2010)
Individuals in Flow:
The quintessence of effective pedagogy
1. It is intrinsically motivating and motivates for further
discovery/learning
2. It is extremely learning-rich because the person’s skills are
challenged optimally, while at the same time being
completely absorbed in the learning process
3. It is creative because on continuously makes small errors that
stimulate further learning through improvised exploration
4. It is socially inclusive because the person is optimally self-
sufficient and responsible in the process
Hans Henrik Knoop, 2014
Conditions self-regulated growth / flow
1. Good opportunities for voluntary initiatives and self-
regulation – under responsibility regarding the surroundings
2. Concrete, energizing goals
3. Manageable, un-bureaucratic rules
4. Flexibility to match challenges and skills
5. On-going, clear and non-humiliating information about how
one is doing
6. The possibility of removing/avoiding distracting factors, in
order to concentrate
(Csikszentmihalyi, 1990; Knoop, 2008) Hans Henrik Knoop, 2014
Summing up
Hans Henrik Knoop, 2014
Basically we may assume that human beings have inborn tendencies
to be active, self-regulating and growing. For education, this
specifically means that pupils/students:
• Are basically motivated to learn (curiously)
• Are basically motivated to influence their physical and social
surroundings (creatively)
• Will learn and assume responsibility for influencing if the necessary
possibilities are provided – or, in other words, will be able to learn
and influence unless inhibited in doing so.
Born (free) to learn and to influence/create
Hans Henrik Knoop, 2014
1. Physical illness, mental illness
2. Low mood / languishing / depression
3. Concentration problems / lack of perseverance /
willpower
4. Self-inhibiting thoughts / low self-efficacy
5. Lacking sense of meaning, purpose, perspective,
interest in succeeding
6. Loneliness
Inner (individual) inhibitors
to learn and to influence (important examples)
Hans Henrik Knoop, 2014
• Unhealthy physical environments
• Depressing aesthetics
• Distractions
• Boring tasks
• Meaningless / senseless tasks
• No-win-game situations / teaching helplessness
• Win-lose-game situations (producing losers)
• Social conflict / narrowing thought-action repertoire
Outer (physical and social) inhibitors
to learn and to influence – important examples
Hans Henrik Knoop, 2014
2009 Hans Henrik Knoop
Thank You !
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