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Nature based experiences have been linked to significant positive outcomes for people and the planet. Significant life experience research investigates the associations between formative experiences in nature and resulting environmental concern and action, including both singular events and repeated experiences. However, little is known about the long-term impacts of singular profound experiences with nature. This research sought to better understand how a singular, meaningful experience defines an individual’s self-awareness of his or her relationship with nature, changes social relationships, and directs environmental decisions and behaviors. Twenty-one adults who had a profound experience with nature participated in a semi-structured interview exploring how they make sense of their experience, the meaning they attribute to it, and the role it served in their lives. Three themes resulted from the thematic analysis process: (1) Living in relation with nature, (2) Living authentically, and (3) Living a meaningful life. The findings demonstrate that a single profound experience with nature can have long-lasting and significant effects on an individual. Understanding these long-term influences of a profound experience with nature have implications for intervention designers such as health practitioners and environmental educators, as well as policy-makers.

Publisher's version (útgefin grein), The co-creation of educational services that promote youth resilience and mental health is still scarce. UPRIGHT (Universal Preventive Resilience Intervention Globally implemented in schools to improve and promote mental Health for Teenagers) is a research and intervention program in the Basque Country (Spain), Trentino (Italy), Low Silesia (Poland), Denmark and Reykjavik (Iceland). UPRIGHT implemented a co-creation research process whose results, outcomes and policy implications are presented here. The co-creation had a mixed-methods participatory research design with nine specific objectives linked to paired strategies of inquiry for adolescents, families, teachers and school staff. The overarching objective was to generate a valid and feasible regional adaptation strategy for UPRIGHT intervention model. Participants answered surveys (n = 794) or attended 16 group sessions (n = 217). The results integrate quantitative and qualitative information to propose a regional adaptation strategy that prioritizes resilience skills, adolescents’ concerns, and preferred methods for implementation across countries and in each school community. In conclusion, a whole-school resilience program must innovate, include and connect different actors, services and communities, and must incorporate new technologies and activities outside the classroom. A participatory co-creation process is an indispensable step to co-design locally relevant resilience interventions with the involvement of the whole-school community., The author(s) disclosed receipt of the following financial support for the research, authorship and/or publication of this article: UPRIGHT is a research and innovation project funded by the European Union’s Horizon 2020 Research and Innovation Programme (grant number 754919). UPRIGHT grant agreement (complete project description) has undergone peer-review by the European Commission reviewers (governmental and major funding organism) before getting approval. This paper reflects only the authors’ views, and the European Union is not liable for any use that may be made of the information contained therein. The funding body has had no role in the study design, in the writing of the manuscript or in the decision to submit the paper for publication.

The field of resilience research lacks conceptualizations of resilience that better reflect the coercive conditions, contexts and experiences of human beings who face life-threatening adversity. The article provides historic context to definitions of resilience and underlines how resilience, when defined as an absence of psychopathology, is too narrow a perspective given the life-threatening adversity many human beings face; but nevertheless, continue with life despite of. The article introduces “Forced Resilience” as a helpful concept in drawing attention to experiences of life-threatening adversity, and how resilient responses should not be deduced to whether psychopathology appears – or not, since such understandings do not embrace the complexity of life-threatening adversity and what human beings do to cope with it. Based on a qualitative empirical cultural case study comprising 10 months of ethnographic fieldwork over 4 years among former forcibly recruited children, youth, and adults in the Acholi region of Northern Uganda, the article analyzes resilience as it appears among the children and youth in our study who experienced numerous kill-or-get-killed situations, and who today, as adults, live in continuous adverse circumstances. The article analyzes whether and how the emic, first-person perspectives of the former forcibly recruited children, youth, and adults resonate with state-of-the-art resilience and psychotraumatology studies. The results underline how this is rarely the case. We argue that more careful and emic consideration is needed, regarding how we define and evaluate what are pathological and resilient responses to what types of adversity in the fast-growing field of resilience research. It is our hope that “Forced resilience” will serve as a helpful concept, which through an experience-near approach can draw attention to resilience as it occurs amidst life-threatening adversity and that this will contribute to a needed re-conceptualizing and contextualizing of resilience.

Being invited to write about basic concepts regarding the application of positive psychology in education, it is hardly appropriate to do so without a perspective on the deeper future, in which any educational effort is ultimately tested. The children beginning school this year are being prepared for a future that may well extend into the 22nd century. With a little luck, children born in 2020 are expected to still be alive in 2120, taking into account revolutionary health technologies being developed today. We have few qualified ideas about what will happen then, apart from those provided by informed imagination. Technological evolution is happening faster and faster, at a rate that leaves out any hope of a complete overview for individuals—indeed, even the rate itself is accelerating (Harari, 2018; Kurzweil, 2006; Diamandis, 2019). If it ever were, cultural evolution is clearly no longer entirely in the hands of humans, let alone in the hands of educators. For all we know, evolution, be it driven by biology, culture, or autonomous technology, contains its own inclination toward propagation (Harari, 2018; Kelly, 2010).

This introductory chapter attempts to bring together the main ideas and findings of this book within an integrative perspective, based on a broad theoretical framework encompassing interdisciplinary and methodological issues. Special emphasis is given to some open issues in the theory and assessment of culture-related dimensions and to the potential of positive psychology in addressing them. An overview of the contribution to current research in positive psychology provided by each chapter of this volume is also offered.

Denne artikel beskriver og diskuterer den særligt nydelsesfulde og engagerede bevidsthedstilstand, der kaldes »flow« samt nogle af de vigtigste forudsætninger herfor. Med udgangspunkt i flow-tilstandens direkte og indirekte fænomenologiske konstituenter, som de aktuelt forstås i Positive-Psychology perspektivet, hvor der skelnes mellem tre former for lykke, benævnt som henholdsvist det rare liv, det engagerede liv og det meningsfulde liv, fokuseres på voksnes vilkår og muligheder for at opleve flow i voksenlivet såvel som betydningen heraf. Det konkluderes, at det moderne, komplekse samfund, på grundlag af øget materiel velstand, frihedsgrader og kulturel rigdom, for mange rummer flere muligheder for at opleve flow, end man tidligere havde, men at disse muligheder potentielt begrænses af nye risici, der kompromitterer såvel det rare, som det engagerede og det meningsfulde på måder, der også på forskellig vis overgår det tidligere kendte.

Om forudsætningerne for integrering af it i undervisningen og omstilling til e-læring

Udgivelsesdato: 28.8

This important new volume from Anna Craft, Howard Gardner and Guy Claxton focuses on the need to educate students for "wise creativity" - the ability to expand their perspectives and exercise their talents responsibly within their school communicaty and in the real world.

Antologi med bidrag fra en række af tidens centrale forfattere i debatten om nye læringsforståelser og pædagogisk-psykologisk metodeudvikling.

Udgivelsesdato: December

Så hvad er da kriteriet for »et godt nok princip« i skolen? Er der overhovedet noget generelt svar på det? Jeg vover at svare bekræftende, for vi er som mennesker på mange måder så ens, at ganske mange principper vil kunne understøtte alles trivsel og præstationer samtidig. Her er et enkelt eksempel, jeg godt tør stå inde for:Det er forbudt at acceptere meningsløshed i skolen uden at gøre noget meningsfuldt ved det!Med overhængende risiko for overdreven selvreference vil jeg mene, det er et godt princip, fordi det lever op til mit generelle kvalitetskriterium for principper, for så vidt det fremmer folks oplevelse af at kunne handle frit, ansvarligt, engageret og meningsfuldt - uanset hvem de er - hvilket betyder, at alle får mere energi, mere glæde, bedre processer og bedre resultater ved hjælp af princippet.Og hvis det forekommer besværligt at skulle bekæmpe meningsløsheden, kan man jo overveje, hvordan det vil være at leve med den. Det er lidt ligesom det engelske kofanger-slogan: »If you think education is expensive, try ignorance«.

Udgivelsesdato: Marts

Kognition & Pædagogik udkommer fire gange årligt og sætter fokus på kunsten at skabe gode læringsmiljøer. Tidsskriftet præsenterer den nyeste viden indenfor emner som læring og kreativitet; hjerne, psyke og eksistens; intelligens og kompetenceudvikling; generel pædagogik og specialpædagogik samt videnskabelige, moralske og æstetiske læreprocesser.

This chapter reviews scientific evidence relating to positive education as it is broadly understood today – that is, an educational approach where individual strengths, well-being, and positive social relations are taught and used as foundation for the pedagogy, with the aim of facilitating joyful, effective, and responsible learning for every learner. The evidence presented includes both studies produced before and after the formal inception of the positive psychology movement around year 2000, as most of what is called positive psychology, for natural reasons is based on a great body of earlier work that remains valid and relevant to this day. Also included is a brief view on very promising Danish approaches to educational application of positive psychology. The argument is made that in the future education may benefit far more from many psychological findings than have hitherto been the case, despite the huge potential already at hand, if only psychological evidence is given the same status as much of the so-called “hard evidence” such as grades ranks, drop-out-rates, and money that have completely dominated the educational debates until now.

Udgivelsesdato: juni

I pædagogikken har vi i et halvt århundrede været optaget af at forstå intellektets og tænkningens betydning for læring. Nu er turen kommet til at sætte fokus på betydningen af den emotionelle og den sociale intelligens. Den nyeste psykologiske og pædagogiske forskning har vist, at det kan betale sig at intensivere brugen af anerkendelse, engagement og tilpas faglig udfordring i såvel skolerne som på arbejdspladserne. I positiv pædagogik rettes fokus mod kunsten at skabe optimale læringsmiljøer, hvor pædagogikkens små mirakler udfolder sig i nærværende og anerkendende læringsrelationer.

En ny rapport fra Dansk Clearinghouse for Uddannelsesforskning peger på, at en lærer grundlæggende har brug for tre typer kompetencer for at fungere: Faglig kompetence, ledelseskompetence og relationskompetence. Faglig kompetence indebærer, at man ved, hvad man har med at gøre. Ledelseskompetence indebærer, at man ved, hvordan man kan gøre det - ikke mindst når undervisningen er differentieret. Relationskompetence indebærer, at man formår at vinde elevernes tillid til, at man kan gøre det. Sådan cirka da.