This book discusses the most important aspect of the work in
schools - what we need to do to experience well-being and how we
can share this with school children. One case study school is
examined in depth and practical suggestions offered for teachers
who wish to embrace well-being lessons into their curriculum.What
we want, above all else, is for our children to flourish, to be
their best selves. Recently, Governments have begun to show that
they have got the message that a sense of subjective well-being
counts, by realising that a growth in gross Domestic Product does
not warrant a growth in personal well-being, and that new measures
have to be envisaged. The promotion of a sustainable sense of
well-being is well within our grasp, where we encourage our
children to feel good, to function effectively as well as deal with
negative emotions that inevitably arise in life] by dealing with
them effectively. This is the fruit of a resilient approach to
life. It is time to concentrate our energies on promoting the key
elements of well-being in schools and homes - positive engagement;
meaning; optimism; positive relationships; competence; vitality;
resilience; emotional stability. In schools, we need to recognise
that positive mental states broaden and build cognitive processes,
that pupils in a positive mood have a broader focus of attention,
are more creative, more resilient, are generous with time and
resources and are more tolerant of others. Surely this is the glue
that will create a more cohesive and creative Britain as we seek a
way forward from austerity to well-being? The best news of all is
that our quality of life is not inextricably bound to the popular
mythology about what constitutes an acceptable standard of living.
It is possible that the current fall in living standards should
not, of necessity, make us unhappier people. We might become wiser,
in that recession provides a new and previously unexplored
opportunity to rediscover the old truths about the emptiness of a
purely materialistic life, along with the possibilities of actively
encountering a new spiritual dimension to our understanding.
According to the science of positive psychology, it is this quest
for meaning that will bring greatest life satisfaction and
well-being, not the next episode of retail therapy for the rich or
the theft of a wide-screen by a hoodie. Furthermore, there is no
inevitability about a recession of values or virtues despite living
in reduced circumstances. As teachers and members of the wider
community, we have a new goal to direct our public service, namely
to ensure that as many people as possible flourish, develop their
full creative potential and are mindful of themselves as well as
the needs of others. Talking straight, the alternative strategy is
bleak as we witness the current reductionist schema of many of the
politicians, aimed solely at surviving the current economic
downturn. Some might say that we all seem to be waiting for the
ship to right itself, impotent and powerless to take any active
steps to improve conditions. This seems both to be an unworthy
occupation and pre-occupation. To realise our vision in schools
means seeing beyond the blinkered limitations of taking seriously
only those things that can be measured by league tables, focussed
on exam results. It means spending time creatively in the
preparation and delivery of a meaningful curriculum that is taught
by a passionate and lively team of teachers, who recognise in turn
the wider value of the work that they are engaged in with the
young. If this vision of compassion is realised then we will have
played a part in creating a new agenda of thriving in society and
our idealistic dreams that we had in the late seventies, presented
in the opening lines of this book, will be finally have been
realised.
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