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High Performance Learning: Towards a Theory for Optimising Potential in Multi-cultural Education Contexts

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Theoretical Approaches to Multi-Cultural Positive Psychological Interventions

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Abstract

Framed within the global philosophy and practice of inclusive education, this chapter aims to explore a theoretical perspective for optimising learning potential in multi-cultural education contexts. Although multi-cultural education is embraced around the world, it appears that only restricted advancements have been made to achieve viable effects. To offer a potential solution for the aforementioned, the chapter firstly elaborates on the conceptualisation of multi-cultural education as the holistic development of potential and critical abilities (skills, attitudes, values, dispositions) of all students (not only marginalized groups) regardless of their differences. Secondly, High Performance Learning (HPL) Theory that builds on the advances of Human Capital Theory, Positive Education, Growth Mind-Set Theory, Neuroscience and Social Constructivist Learning Theory is scrutinised to identify beneficial, practical pathways for achieving higher levels of human potential, and enabling all students to benefit from positive education interventions in multi-cultural contexts.

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  1. Optentia Research Focus Area, Vaal Triangle Campus, North-West University, Vanderbijlpark, South Africa

    Mary M. Grosser & Mirna Nel

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Correspondence to Mary M. Grosser .

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  1. Department of Industrial Engineering and Innovation Sciences, Human Performance Management Group, Eindhoven University of Technology, Eindhoven, Noord-Brabant, The Netherlands

    Llewellyn Ellardus Van Zyl

  2. Optentia Research Focus Area, North-West University Vaal Triangle Campus, Vanderbijlpark, South Africa

    Sebastiaan Rothmann Sr.

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Grosser, M.M., Nel, M. (2019). High Performance Learning: Towards a Theory for Optimising Potential in Multi-cultural Education Contexts. In: Van Zyl, L., Rothmann Sr., S. (eds) Theoretical Approaches to Multi-Cultural Positive Psychological Interventions. Springer, Cham. https://doi.org/10.1007/978-3-030-20583-6_13

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