Felicidad y educación: déficits científicos y sesgos ideológicos de la “educación positiva”
Resumen El interés generado por la “educación positiva” ha crecido de forma exponencial en las últimas dos décadas. Presentado como un nuevo movimiento científico llamado a sustituir enfoques tradicionales o remediales en materia de intervención educativa, el argumento principal del movimiento es que la felicidad y la enseñanza de habilidades positivas son factores fundamentales para prevenir problemas de salud mental, mejorar el aprendizaje o promover el rendimiento escolar. En paralelo a este crecimiento, las críticas dirigidas a la educación positiva han sido también crecientes y numerosas, destacando no sólo aquellas procedentes de terceros, sino las procedentes desde el propio movimiento. Todas estas críticas ponen en duda la solidez y la utilidad de la educación positiva. El objetivo de este trabajo es ofrecer una mirada panorámica e integradora de estas críticas con el fin de facilitar una mayor comprensión de los principales problemas y limitaciones del movimiento. Estos problemas se organizan en torno a dos bloques temáticos principales: científicos e ideológicos. Dentro de los déficits científicos, el trabajo destaca la ausencia de un marco teórico general y la falta de evidencia acumulada, las notables limitaciones conceptuales y metodológicas en torno a constructos principales y la moderada eficacia, así como la baja generalizabilidad de sus intervenciones clave. Dentro del bloque ideológico, se abordan los principales sesgos y asunciones que subyacen el movimiento, tales como el marcado carácter individualista, descontextualizado y universalista del mismo. Para terminar, el artículo concluye con una breve reflexión en torno a la educación positiva y sus implicaciones en el ámbito de la educación.
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Li, Y., & Bates, T. C. (2019). You can’t change your basic ability, but you work at things, and that’s how we get hard things done: Testing the role of growth mindset on response to setbacks, educational attainment, and cognitive ability. Journal of Experimental Psychology: General, 148(9), 1640–1655. https://doi.org/10.1037/xge0000669
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Boman, P., Furlong, M. J., Shochet, I., Lilles, E., & Jones, C. (2009). Optimism and the School Context. In R. Gilman, S. E. Huebner, & M. J. Furlong (Eds.), Handbook of Positive Psychology in Schools (pp. 51–64). Routledge.
Brunila, K. (2014) The Rise of the Survival Discourse in an Era of Therapisation and Neoliberalism, Education Inquiry, 5(1), 7-27. http://dx.doi.org/10.3402/edui.v5.24044
Burgoyne, A. P., Hambrick, D. Z., & Macnamara, B. N. (2020). How Firm Are the Foundations of Mind-Set Theory? The Claims Appear Stronger Than the Evidence. Psychological Science, 095679761989758. https://doi.org/10.1177/0956797619897588
Cabanas, E. (2018). Positive Psychology and the legitimation of individualism. Theory and Psychology, 28(1), 3–19. https://doi.org/10.1177/0959354317747988
Cabanas, E., e Illouz, E. (2019). Happycracia. Cómo la ciencia y la industria de la felicidad controla nuestras vidas. Paidós.
Chiesa, A. (2013). The Difficulty of Defining Mindfulness: Current Thought and Critical Issues. Mindfulness, 4(3), 255–268. https://doi.org/10.1007/s12671-012-0123-4
Chowdry, H., Crawford, C., & Goodman, A. (2011). The role of attitudes and behaviours in explaining socio-economic differences in attainment at age 16. Longitudinal and Life Course Studies, 2(1), 59–76. https://doi.org/10.14301/llcs.v2i1.141
Ciarrochi, J., Atkins, P. W. B., Hayes, L. L., Sahdra, B. K., & Parker, P. (2016). Contextual Positive Psychology: Policy Recommendations for Implementing Positive Psychology into Schools. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.01561
Coyne, J. C. (2016). Unintended consequences of universal mindfulness training for schoolchildren? http://www.coyneoftherealm.com/2016/11/16/unintended-consequences-of-universal-mindfulness-training-for-schoolchildren/
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. American Psychologist, 70(7), 581–592. https://doi.org/10.1037/a0039512
Dweck, C. S., & Yeager, D. S. (2019). Mindsets: A View From Two Eras. Perspectives on Psychological Science, 14(3), 481–496. https://doi.org/10.1177/1745691618804166
Ecclestone, K. (2004) Learning or therapy? The demoralisation of education. British Journal of Educational Studies, 52(2), 112–137.
Ecclestone, K. (2012). From emotional and psychological well-being to character education: challenging policy discourses of behavioural science and ‘vulnerability’’.’ Research Papers in Education, 27(4), 463–480. https://doi.org/10.1080/02671522.2012.690241
Friedman, H. L., & Robbins, B. D. (2012). The negative shadow cast by positive psychology: Contrasting views and implications of humanistic and positive psychology on resiliency. The Humanistic Psychologist, 40(1), 87–102. https://doi.org/10.1080/08873267.2012.643720
Gil, F. & Reyero, D. (2014). La prioridad de la filosofía de la educación sobre las disciplinas empíricas en la investigación educativa. Revista Española de Pedagogía, 258, 263-280. https://revistadepedagogia.org/wp-content/uploads/2014/06/258-03.pdf
Froh, J. J., Huebner, E. S., Youssef, A.-J., & Conte, V. (2011). Acknowledging and appreciating the full spectrum of the human condition: School Psychology’s (limited) focus on positive psychological functioning. Psychology in the Schools, 48(2), 110–123. https://doi.org/10.1002/pits.20530
Furedi, F. (2009). Wasted: why education isn’t educating. Continuum.
Gillham, J. E., Hamilton, J., Freres, D. R., Patton, K., & Gallop, R. (2006). Preventing Depression Among Early Adolescents in the Primary Care Setting: A Randomized Controlled Study of the Penn Resiliency Program. Journal of Abnormal Child Psychology, 34(2), 195–211. https://doi.org/10.1007/s10802-005-9014-7
Gong, Z., & Jiao, X. (2019). Are Effect Sizes in Emotional Intelligence Field Declining? A Meta-Meta Analysis. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01655
Gorard, S., See, B. H., & Davies, P. (2012). The impact of attitudes and apirations on educational attainment and participation. https://www.jrf.org.uk/sites/default/files/jrf/migrated/files/education-young-people-parents-full.pdf
Hallam, W. T., Youssef, G., Robinson, J., Hendry, J., O’Connor, M., Hoare, E., … Toumbourou, J. W. (2018). Design, Implementation and Evaluation of the Giving for a Better World Project at Geelong Grammar School. Victoria. http://dro.deakin.edu.au/eserv/DU:30115280/toumbourou-designimplement-2018.pdf
Hanley, A. W., Abell, N., Osborn, D. S., Roehrig, A. D., & Canto, A. I. (2016). Mind the Gaps: Are Conclusions About Mindfulness Entirely Conclusive? Journal of Counseling & Development, 94(1), 103–113. https://doi.org/10.1002/jcad.12066
Horowitz, D. (2018). Happier? The history of a cultural movement that aspired to transform America. Oxford University Press.
Humphrey, N., Curran, A., Morris, E., Farrell, P., & Woods, K. (2007). Emotional Intelligence and Education: A critical review. Educational Psychology, 27(2), 235–254. https://doi.org/10.1080/01443410601066735
Kallapiran, K., Koo, S., Kirubakaran, R., & Hancock, K. (2015). Review: Effectiveness of mindfulness in improving mental health symptoms of children and adolescents: a meta-analysis. Child and Adolescent Mental Health, 20(4), 182–194. https://doi.org/10.1111/camh.12113
Kreplin, U., Farias, M., & Brazil, I. A. (2018). The limited prosocial effects of meditation: A systematic review and meta-analysis. Scientific Reports, 8(1), 2403. https://doi.org/10.1038/s41598-018-20299-z
Kristjánsson, K. (2012). Positive Psychology and Positive Education: Old Wine in New Bottles? Educational Psychologist, 47(2), 86–105. https://doi.org/10.1080/00461520.2011.610678
Li, Y., & Bates, T. C. (2019). You can’t change your basic ability, but you work at things, and that’s how we get hard things done: Testing the role of growth mindset on response to setbacks, educational attainment, and cognitive ability. Journal of Experimental Psychology: General, 148(9), 1640–1655. https://doi.org/10.1037/xge0000669
Lomas, T., & Ivtzan, I. (2016). Second Wave Positive Psychology: Exploring the Positive–Negative Dialectics of Wellbeing. Journal of Happiness Studies, 17(4), 1753–1768. https://doi.org/10.1007/s10902-015-9668-y
Lomas, T., Waters, L., Williams, P., Oades, L. G., & Kern, M. L. (2020). Third wave positive psychology: broadening towards complexity. The Journal of Positive Psychology, 1–15. https://doi.org/10.1080/17439760.2020.1805501
Marina, J. A. (2005) Precisiones sobre la Educación Emocional. Revista Interuniversitaria de Formación del Profesorado, 19(3), 27-43. https://dialnet.unirioja.es/servlet/articulo?codigo=2126751
Martin, J., & McLellan, A. (2013). The education of selves: How psychology transformed students. Oxford University Press.
Matthews, G., Roberts, R. D., & Zeidner, M. (2004). TARGET ARTICLES: “Seven Myths About Emotional Intelligence.” Psychological Inquiry, 15(3), 179–196. https://doi.org/10.1207/s15327965pli1503_01
Miller, A. (2008). A critique of positive psychology—or “the new science of happiness.” Journal of Philosophy of Education, 42, 591–608. https://doi.org/10.1111/j.1467-9752.2008.00646.x
Norrish, J. (2015). Positive Education. The Geelong Grammar School Journey. Oxford University Press.
Norrish, J., Williams, P., O’Connor, M., & Robinson, J. (2013). An Applied Framework for Positive Education. International Journal of Wellbeing, 3(2), 147–161. https://doi.org/10.5502/ijw.v3i2.2
O’Connor, M., & Cameron, G. (2017). The Geelong Grammar Positive Psychology Experience. In E. Frydenberg, A. Martin, & R. J. Collie (Eds.), Social and Emotional Learning in Australia and the Asia-Pacific (pp. 353–370). Springer Singapore.
O’Connor, P. J., Hill, A., Kaya, M., & Martin, B. (2019). The Measurement of Emotional Intelligence: A Critical Review of the Literature and Recommendations for Researchers and Practitioners. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01116
Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects. Child Development, 88(5), 1653–1670. https://doi.org/10.1111/cdev.12704
Prieto Egido, M. (2018). La psicologización de la educación: implicaciones pedagógicas de la inteligencia emocional y la psicología positiva. Educación XX1, 21(1), 303–320. https://doi.org/10.5944/educXX1.20200
Seligman, M. E. P., & Adler, A. (2018). Positive Education. In Global Happiness Policy Report (pp. 52–73). Global Happiness Council, GHC. https://s3.amazonaws.com/ghc-2018/GlobalHappinessPolicyReport2018.pdf
Seligman, M. E. P., 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. https://doi.org/10.1080/03054980902934563
Sirin, S. R. (2005). Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research. Review of Educational Research, 75(3), 417–453. https://doi.org/10.3102/00346543075003417
Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018). To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses. Psychological Science, 29(4), 549–571. https://doi.org/10.1177/0956797617739704
Solé, J., & Moyano, S. (2017). La colonización Psi del discurso educativo. Foro de Educación, 15(23), 101-120. doi: http://dx.doi.org/10.14516/fde.551
Spence, S. H., & Shortt, A. L. (2007). Research Review: Can we justify the widespread dissemination of universal, school-based interventions for the prevention of depression among children and adolescents? Journal of Child Psychology and Psychiatry, 48(6), 526–542. https://doi.org/10.1111/j.1469-7610.2007.01738.x
Thomas, N., Graham, A., Powell, M. A., & Fitzgerald, R. (2016). Conceptualisations of children’s wellbeing at school: The contribution of recognition theory. Childhood, 23(4), 506–520. https://doi.org/10.1177/0907568215622802
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