Author Description

This paper first investigated the positive psychology techniques applied at Wellington College, a widely celebrated private school in the U.K., then elaborates on the early-phase development of positive education in Taiwan, acknowledging areas that require improvement. This investigation focused on the following four constructs when analyzing the established positive psychology curriculum at Wellington College: (1) positive outlook orientation; (2) positive momentum orientation; (3) the educational disclosure of positive perspective; and (4) the influence of positive psychology on subjects. An exploration of the efficacy of positive education at Wellington, proved inspiring for a hoped-for paradigm shift in Taiwanese education. This shift would involve two main aspects: (1) the thrust of the primary curriculum and (2) the means by which values are taught throughout on Taiwanese campuses. By examining research results from education systems worldwide, we gained an understanding of the current condition of education in Taiwan and sought to pinpoint the origins of related issues, including (1) widespread misconceptions regarding discipline and (2) the paradigm in which values are not explicitly taught. We also investigated the established curriculum of Wellington College, which was adapted from positive psychology. This investigation focused on the following four constructs: (1) the orientation of positive outlook; (2) the orientation of positive momentum; (3) the educational disclosure of positive perspective; and (4) the influence of positive psychology on subjects. In this manner, we expound various potential inspirations for a new paradigm of education in Taiwan, which include (1) the main thrust of the primary curriculum and (2) the means by which values are taught throughout the campus.