ABSTRACT
Being invited to write about basic concepts regarding the application of positive psychology in education, it is hardly appropriate to do so without a perspective on the deeper future, in which any educational effort is ultimately tested. The children beginning school this year are being prepared for a future that may well extend into the 22nd century. With a little luck, children born in 2020 are expected to still be alive in 2120, taking into account revolutionary health technologies being developed today. We have few qualified ideas about what will happen then, apart from those provided by informed imagination. Technological evolution is happening faster and faster, at a rate that leaves out any hope of a complete overview for individuals—indeed, even the rate itself is accelerating (Harari, 2018; Kurzweil, 2006; Diamandis, 2019). If it ever were, cultural evolution is clearly no longer entirely in the hands of humans, let alone in the hands of educators. For all we know, evolution, be it driven by biology, culture, or autonomous technology, contains its own inclination toward propagation (Harari, 2018; Kelly, 2010).
