Positive Education in Nepal: Roots in Eastern Philosophy and the Role of Appreciative Inquiry

Dr. RC Lamichhane

Introduction

Positive education is an educational approach that emphasizes the well-being, and emotional, social, and psychological development of students alongside traditional academic learning. It integrates academic learning with principles of positive psychology to foster holistic student development. Grounded in both Western and Eastern philosophies, it emphasizes strengths, virtues, and the flourishing of individuals and communities. In Nepal, a country with deep cultural and philosophical traditions, positive education has the potential to significantly enhance the educational experience.

Understanding Positive Education

Positive education combines traditional academic learning with positive psychology principles, aiming to improve students’ well-being, resilience, and character strengths. By fostering a supportive school climate and encouraging meaningful relationships, positive education strives to create environments where students can thrive both academically and personally.

(pic. copied from the internet)

Roots in Eastern Philosophy

Positive education resonates with Eastern philosophies, particularly Buddhism and Hinduism, which emphasize inner peace, compassion, and virtue development. Concepts like mindfulness, interconnectedness, and balanced living align with positive education principles. In Nepal, these philosophical traditions provide a robust foundation for incorporating positive education into the educational system.

Importance of Positive Education in Nepal

Nepal’s education system faces challenges such as high dropout rates, quality disparities, and socio-economic inequalities. Positive education can address these issues by fostering an inclusive and supportive learning environment. By emphasizing students’ strengths and well-being, positive education can enhance engagement, motivation, and academic performance. Additionally, it can equip students with the skills and mindset needed to navigate contemporary societal complexities.

The concept of positive education was introduced in Nepal by the Eastern Research Institute of Positive Science (ERIPS) through teacher training programs in several schools, including Sunshine, Jyoti Academy, Geetanjali High School, Pamir International, Kurnawarti, Valmiki Bidhya Sadan, and principal training programs organized by Kathmandu Metropolitan PABSON and Rupandehi PABSON. These initiatives have set the stage for integrating positive psychology principles into Nepalese educational practices, showcasing the potential of positive education to transform learning environments and improve student outcomes.

Appreciative Inquiry: A Tool for Promoting Positive Education

Appreciative Inquiry (AI) is a strengths-based, collaborative approach to organizational development that focuses on identifying and amplifying positive aspects within a system. AI can play a crucial role in promoting positive education in Nepal by facilitating a shift from a deficit-based to a strengths-based perspective in schools and educational institutions.

The Five-D Model of Appreciative Inquiry

AI operates through the Five-D Model: Define, Discovery, Dream, Design, and Destiny. These stages guide the process of positive change and can be applied to promote positive education in Nepal.

Define: The Define stage involves choosing the main focus of the inquiry. It’s about deciding what specific topic the inquiry will explore. Being clear and specific at this stage is important to guide the inquiry in the right direction.

Discovery: This phase involves identifying and appreciating the existing strengths and successes within the educational system. By recognizing what works well, educators and stakeholders can build on these positive aspects to enhance the overall learning environment.

Dream: In this phase, participants envision a future where positive education is fully integrated into the school culture. By dreaming collectively, educators, students, and parents can create a shared vision of an ideal educational experience that fosters well-being and academic excellence.

Design: The design phase focuses on developing actionable strategies to achieve the envisioned future. This involves creating curricula, programs, and policies that align with the principles of positive education. AI encourages collaborative planning and innovation to ensure that the strategies are practical and effective.

Destiny: The final phase involves implementing and sustaining the changes. By continuously reflecting on and celebrating successes, the educational community can maintain momentum and ensure the long-term success of positive education initiatives.

Application of AI in Promoting Positive Education in Nepal

1. Creating a Positive School Culture: AI can help schools in Nepal foster a positive culture by emphasizing strengths, celebrating achievements, and promoting a sense of belonging. This can lead to increased student engagement, reduced absenteeism, and improved academic outcomes.
2. Curriculum Development: AI can support the development of curricula that integrate positive psychology principles. By incorporating activities that promote resilience, gratitude, and mindfulness, educators can enhance students’ well-being and holistic development.
3. Professional Development for Educators: AI can be used to design professional development programs for teachers, equipping them with the skills and knowledge needed to implement positive education practices effectively. This includes training on strength-based teaching, positive classroom management, and fostering supportive relationships.
4. Community Engagement: AI can facilitate collaboration between schools, parents, and the broader community to create a supportive network for students. By involving all stakeholders in the process, schools can ensure that positive education initiatives are inclusive and sustainable.
5. Research and Evaluation: AI can support ongoing research and evaluation to measure the impact of positive education initiatives. By collecting and analyzing data on student well-being, academic performance, and overall school climate, educators can make informed decisions and continuously improve their practices.

Case Studies of AI in Education Globally

1. Geelong Grammar School, Australia: Geelong Grammar School is a pioneer in implementing positive education. Using AI principles, the school has created a comprehensive well-being program that integrates positive psychology into the curriculum. This has resulted in improved student well-being, academic performance, and school culture.
2. North Carolina State University, USA: The university’s AI initiative focuses on fostering a positive learning environment through strength-based approaches. By emphasizing students’ strengths and promoting positive relationships, the initiative has led to increased student engagement and academic success.
3. Rishi Valley School, India: Inspired by Eastern philosophy, Rishi Valley School incorporates mindfulness and holistic education into its curriculum. AI principles guide the school’s approach to fostering a supportive and inclusive learning environment, resulting in enhanced student well-being and academic outcomes.

Conclusion

Positive education, rooted in both Western and Eastern philosophies, offers a transformative approach to education that prioritizes well-being and holistic development alongside academic achievement. In Nepal, where the education system faces significant challenges, positive education can play a vital role in creating supportive and inclusive learning environments. Appreciative Inquiry provides a powerful framework for promoting positive education by leveraging strengths, fostering collaboration, and driving sustainable change. By embracing AI, Nepal can enhance the quality of education, improve student well-being, and prepare future generations to thrive in an ever-changing world.

References

1. Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14.
2. Cooperrider, D. L., & Whitney, D. (2005). Appreciative Inquiry: A positive revolution in change. Berrett-Koehler Publishers.
3. Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218-226.
4. Geelong Grammar School. (n.d.). Positive Education. Retrieved from https://www.ggs.vic.edu.au/Positive-Education
5. North Carolina State University. (n.d.). Appreciative Inquiry. Retrieved from https://www.ncsu.edu/
6. Rishi Valley School. (n.d.). Holistic Education. Retrieved from https://www.rishivalley.org/
7. Ministry of Education, Science and Technology, Nepal. (2019). Education in figures 2017. Retrieved from https://moe.gov.np/