Editorial: Positive Education: Theory, Practice, and Evidence

Positive Education: Theory, Practice, and EvidenceIn one or two words, what do we desire most for the young generation?Seligman et al. ( 2009) once gave a test similar to this question in the beginning of his paper and argued that most people aspire well-being for their children.We believe that "positive education" is another answer to the question.This paper aims to shed light on pathways and prospects of positive education.In the subsequent pages, we initially review key insights into studies that focused on the psychological well-being of individuals, which provides an empirical foundation for positive education.Moving beyond these studies, we focused on positive education.Studies under this category either adopted a holistic PERMA-H positive education model or examined one or two of its six elements.The PERMA model of flourishing was introduced by Seligman (2011), who classified psychological well-being into five domains, namely, positive emotions (P), engagement (E), relationships (R), meaning (M), and accomplishment (A).In late 2013, another element called positive health (H) was added to the PERMA model to embrace a holistic view of physical and psychological health (Norrish et al., 2013).Finally, we highlight the contributions of this special issue and conclude with suggestions for future study.

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