Positive education: A new look at Freedom to Learn

References

• Birdwell, J., Scott, R., & Reynolds, L. (2015). Service nation 2020. London: Demos.
   Google Scholar
• Blackie, M. A. L., Case, J. M., & Jawitz, J. (2000). Student-centredness: The link between transforming students and transforming ourselves. Teaching in Higher Education, 15(6), 637–646.
   Web of Science ®Google Scholar
• Bleakley, A. (2000). Adrift without a life belt: Reflective self-assessment in a post-modern age. Teaching in Higher Education, 5(4), 405–418.
   Google Scholar
• Bosanquet, B. (1901). The education of the young in the republic of plato. (Stereotyped, ed.). Cambridge: Cambridge University Press.
   Google Scholar
• Brockbank, A., & McGill, I. (1998). Facilitating reflective learning in higher education. Buckingham: SRHE & Open University Press.
   Google Scholar
• Collini, S. (1985). The idea of ‘Character’ in victorian political thought. Transactions of the Royal Historical Society, Fifth Series, 35, 29–50.
   Google Scholar
• Collini, S. (2012). What are universities for? London: Penguin.
   Google Scholar
• Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113–143.
   Web of Science ®Google Scholar
• DeCarvalho, R. J. (1991). The growth hypothesis in psychology: The humanistic psychology of Abraham Maslow and Carl Rogers. San Francisco: EMText.
   Google Scholar
• Ecclestone, K., & Hayes, D. (2008). The dangerous rise of therapeutic education. London: Routledge.
   Google Scholar
• Fielding, M. (2006). Leadership, radical student engagement and the necessity of person‐centred education. International Journal of Leadership in Education, 9(4), 299–313.
   Google Scholar
• Fineburg, A. C., & Monk, A. (2015). Different approaches to teachign positive psychology. In S. Joseph (Ed.), Positive psychology in practice: Promoting human flourishing in work, health, education, and everyday life (pp. 267–278). Hoboken, NJ: John Wiley & Sons.
   Google Scholar
• Freeman, M. (2011). From ‘character-training’ to ‘personal growth’: The early history of Outward Bound 1941–1965. History of Education, 40(1), 21–43.
   Web of Science ®Google Scholar
• Furlong, M. J., Gilman, R., & Huebner, E. S. (Eds.). (2009). Handbook of positive psychology in schools. New York, NY: Routledge.
   Google Scholar
• Gibbs, G. (2006). How assessment frames student learning. In C. Bryan & K. Clegg (Eds.), Innovative assessment in higher education (pp. 23–37). Abingdon: Routledge.
   Google Scholar
• Gibbs, G. (2013). Learning by doing: A guide to teaching and learning methods (Online ed.). Oxford: Oxford Centre for Staff and Learning Development, Oxford Brookes University.
   Google Scholar
• Gibbs, G. (2014). 53 powerful ideas all teachers should know about, no. 25: Fear and anxiety are the enemies of learning. London: SEDA.
   Google Scholar
• Goldman, L. (2000). Intellectuals and the English working class 1870–1945: The case of adult education. History of Education, 29, 281–300.
   Google Scholar
• Goldman, L. (2013). The life of R.H. Tawney: Socialism and history. London: Bloomsbury Academic.
   Google Scholar
• Gorard, S., See, B. H., Siddiqui, N., Smith, E., & White, P. (2016). Youth social action trials: Youth United: Evaluation report and executive summary. Educational Endowment Foundation. Available from https://educationendowmentfoundation.org.uk/public/files/Support/Links/Campaigns/Evaluation_Reports/EEF_Project_Report_Youth_Social_Action_Trials.pdf
   Google Scholar
• Heckman, J. J., & Kautz, T. (2014). Fostering and measuring skills: Interventions that improve character and cognition. In J. J. Heckman, J. E. Humphries, & T. Kautz (Eds.), The myth of achievement tests: The GED and the role of character in american life (pp. 341–430). Chicago, IL: University of Chicago Press.
   Google Scholar
• Heim, C. (2011). Tutorial facilitation in the humanities based on the tenets of Carl Rogers. Higher Education, 63(3), 289–298.
   Web of Science ®Google Scholar
• Henri, D. C., Morrell, L. J., & Scott, G. W. (2017). Student perceptions of their autonomy at University. Higher Education. doi:10.1007/s10734-017-0152-y
   PubMed Web of Science ®Google Scholar
• Illeris, K. (2007). How we learn: Learning and non-learning in school and beyond. Abingdon: Routledge.
   Google Scholar
• Jarvis, P. (1987). Adult learning in the social context. Beckenham: Croom Helm.
   Google Scholar
• Jarvis, P. (2006). Towards a comprehensive theory of human learning. Abingdon: Routledge.
   Google Scholar
• Joseph, S., & Murphy, D. (2013). Person-centered theory encountering mainstream psychology: Building bridges and looking to the future. In J. H. D. Cornelius-White, R. Motschnig-Pitrik., & M. Lux (Eds.), Interdisciplinary handbook of the person-centered approach (pp. 213–226). New York, NY: Springer.
   Google Scholar
• Joseph, S. (Ed). (2015). Positive psychology in practice: Promoting human flourishing in work, health, education, and everyday life. Hoboken, NJ: John Wiley & Sons.
   Google Scholar
• Kibe, C., & Boniwell, I. (2015). Teachign well-being nd resilience in primary and secondary school. In S. Joseph (Ed.), Positive psychology in practice: Promoting human flourishing in work, health, education, and everyday life (pp. 297–312). Hoboken, NJ: John Wiley & Sons.
   Google Scholar
• Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. Upper Saddle River, NJ: Pearson Education.
   Google Scholar
• Larson, R. W., & Pearce Dawes, N. (2015). Cultivating adolescents’ motivation. In S. Joseph (Ed.), Positive psychology in practice: Promoting human flourishing in work, health, education, and everyday life (pp. 313–328). Hoboken, NJ: John Wiley & Sons.
   Google Scholar
• Levitt, B. E. (Ed.). (2005). Embracing non-directivity: Reassessing person-centered theory and practice in the 21st century. Ross-on-Wye, England: PCCS Books.
   Google Scholar
• Lindsay, A. D. (1957). Selected Addresses. Boot, Holmrook, Cumberland: E.V. Lindsay.
   Google Scholar
• Livingstone, R. W. (1952). Education and the spirit of the age. Oxford: Clarendon Press.
   Google Scholar
• Magyar-Moe, J. L. (2013). Incorporating positive psychology content and applications into various psychology courses. In A. C. Parks (Ed.), Positive psychology in higher education (pp. 24–29). London: Routledge.
   Google Scholar
• Mangan, J. A. (1981). Athleticism in the victorian and edwardian public school: The emergence and consolidation of an education ideology. Cambridge: Cambridge University Press.
   Google Scholar
• McCombs, B. L. (2013). The learner-centered model: From the vision to the future. In J. H. D. Cornelius-White, R. Motschnig-Pitrik., & M. Lux (Eds.), Interdisciplinary applications of the person-centered approach (pp. 83–113). New York, NY: Springer.
   Google Scholar
• Mintz, A. I. (2018). The present, past, and future of the gardening metaphor in education. Oxford Review of Education, 44(4), 414–424.
   Web of Science ®Google Scholar
• Murphy, D., & Joseph, S. (2016). Person-centered therapy: Past, present, and future orientations. In D. J. Cain, K. Keenan., & S. Rubin (Eds.), Humanistic psychotherapies: Handbook of research and practice (Second ed., pp. 185–218). Washington, DC: APA.
   Google Scholar
• Murphy, D., & Joseph, S. (2019). Contributions from the person-centred experiential approach to the field of social pedagogy. Cambridge Journal of Education, 49(2), 181–196.
   Web of Science ®Google Scholar
• Nelson, L., Cushion, C. J., Potrac, P., & Groom, R. (2014). Carl Rogers, learning and educational practice: Critical considerations and applications in sports coaching. Sport, Education and Society, 19(5), 513–531.
   Web of Science ®Google Scholar
• Newman, J. H. (1910). The idea of a university defined and illustrated (I) in nine discourses delivered to the Catholics of Dublin (II) in occasional lectures and essays addressed to the members of the Catholic University. London: Longmans, Green, and Co.
   Google Scholar
• Nickerson, A. B., & Fishman, C. E. (2013). Promoting mental health and resilience through strength-based assessment in US schools. Educational and Child Psychology, 30(4), 7–17.
   Google Scholar
• Norrish, J. M. (2015). Positive education: The geelong grammar school journey. New York, NY: Oxford Positive Psychology Series.
   Google Scholar
• O’Hara, M. (2007). Psychological literacy for an emerging global society: Another look at Rogers’ “persons of tomorrow” as a model. Person-Centered & Experiential Psychotherapies, 6(1), 45–60.
   Google Scholar
• Pajares, F. (2001). Toward a positive psychology of academic motivation. The Journal of Educational Research, 95(1), 27–35.
   Web of Science ®Google Scholar
• Parks, A. C. (Ed.). (2013). Positive psychology in higher education. London: Routledge.
   Google Scholar
• Peterson, A. D. C. (2003). Schools across Frontiers: The story of the international baccalaureate and the United World Colleges. Chicago: Open Court.
   Google Scholar
• Raskin, N. J. (2005). The non-directive attitude. In B. Levitt (Ed.), Embracing non- directivity: Reassessing person-centered theory and practice in the 21st century (pp. 329–347). Ross-on-Wye: PCCS Books.
   Google Scholar
• Robbins, B. D. (2015). Building bridges between humanistic and positive psychology. In S. Joseph (Ed.), Positive psychology in practice: Promoting human flourishing in work, health, education, and everyday life (pp. 31–45). Hoboken, NJ: Wiley.
   Google Scholar
• Rogers, C. R. (1951). Client-centred therapy: Its current practice, implications and theory. Boston: Houghton Mifflin.
   Google Scholar
• Rogers, C. R. (1957a). Personal thoughts on teaching and learning. Merrill-Palmer Quarterly, 3(4), 241–243.
   Google Scholar
• Rogers, C. R. (1957b). A note on the nature of man. Journal of Consulting Psychology, 4(3), 199–203.
   Google Scholar
• Rogers, C. R. (1957c). The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting Psychology, 21, 95–103.
   PubMedGoogle Scholar
• Rogers, C. R. (1959). A theory of therapy, personality and interpersonal relationships, as developed in the client-centered framework. In S. Koch (Ed.), Psychology: A study of science, Vol. 3: Formulations of the person and the social context (pp. 184–256). New York: McGraw-Hill.
   Google Scholar
• Rogers, C. R. (1961). On becoming a person. Boston: Houghton Mifflin.
   Google Scholar
• Rogers, C. R. (1963a). The concept of the fully functioning person. Psychotherapy: Theory, Research & Practice, 1(1), 17–26.
   Web of Science ®Google Scholar
• Rogers, C. R. (1963b). The actualizing tendency in relation to “motives” and to consciousness. In M. R. Jones (ed.), Nebraska Symposium on Motivation, Vol. 11, Lincoln, NE, University of Nebraska Press, pp. 1–24.
   Google Scholar
• Rogers, C. R. (1967a). The interpersonal relationship in the facilitation of learning. In R. Leeper (Ed.), Humanizing education (pp. 1–18). Alexandria, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• Rogers, C. R. (1967b). A plan for self-directed change in an educational system. Educational Leadership, 24(8), 717–731.
   Web of Science ®Google Scholar
• Rogers, C. R. (1969). Freedom to Learn. Columbus, OH: Charles E. Merrill.
   Google Scholar
• Rogers, C. R. (1977). The politics of education. Journal of Humanistic Education, 1(1), 6–22.
   Google Scholar
• Rogers, C. R. (1983). Freedom to Learn for the 80’s. (E. Charles, eds). Columbus, Ohio: Merril Pub. Co.
   Google Scholar
• Seligman, M. E., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293–311.
   Web of Science ®Google Scholar
• Seligman, M. E. P. (1999). The president’s address. American Psychologist, 54, 559–562.
   Web of Science ®Google Scholar
• Silén, C. (2006). The Tutor’s Approach in Base Groups (PBL). Higher Education, 51(3), 373–385.
   Web of Science ®Google Scholar
• Smiles, S. (1910). Self-help with illustrations of conduct and perseverance. London, UK: John Murray.
   Google Scholar
• Smith, R. (2002). Self-esteem: The kindly apocalypse. Journal of Philosophy of Education, 36(1), 87–100.
   Web of Science ®Google Scholar
• Tangney, S. (2014). Student-centred learning: A humanist perspective. Teaching in Higher Education, 19(3), 266–275.
   Web of Science ®Google Scholar
• Taylor, E. (2001). Positive psychology and humanistic psychology: A reply to Seligman. Journal of Humanistic Psychology, 41(1), 13–29.
   Web of Science ®Google Scholar
• Wootton, S. (2002). Encouraging learning or measuring failure? Teaching in Higher Education, 7(3), 353–357.
   Google Scholar