Positive education practice can be controversial for some theorists and practitioners who are either fond of a theory or could be against it

Positive education practice can be controversial for some theorists and practitioners who are either fond of a theory or could be against it. I believe this can be possible within a given approved framework.
Some theorists state that to accomplish happiness is the definite goal for every human being. ‘A psychology of positive human functioning will arise that achieves a scientific understanding and effective interventions to build thriving in individuals, families and communities’ (Seligman and Csikszentmihalyi, 2000: 13). Hence, an ideal school along with the support of student families should cultivate their development, as it is important for their life. Furthermore, positive feelings and sense of security increase the academic achievement. As humans it’s quite normal when we are in the state of “Flow”, we are more creative and our engagement is increased. “‘Flow’ was sometimes evident in Montessori lesson, which are often based on guided play rather than structured teaching” (Csikszentmihalyi, 1997).
Another theory is that, positive education can grow consideration towards student and their surroundings. This can change the students mindsets toward environmentally sociable and development in their academic curriculum. A living example is imposed on secured principles for the people who set up distinctive curriculum of happiness in an ideal school with positive education.
On the contrary, there is an analytical mass of theorists that are against this theory. They state that there is not enough evidence to prove that this theory is valid and useful for positive education purposes. “Even by the confused standards of British educational policy this is an unusually stupid idea. Happiness cannot be taught. People have always pursued happiness. But until recently, happiness was not seen as an end in itself or something that could be promoted in its own terms” (The Independent, Furedi, 2006) Thus, I doubt if positive education psychologically is even scientifically proven and effective.
As an educator, I would like to fit in positive education. But, I would not like the school curriculum to get affected. I believe we eliminate students thinking prospects by constantly all the time being concerned about their feelings. Thus, having students that are more calm, relaxed and happy in a given situation achieves a lot in learning and helps them in their creativity. I feel this can only be possible with a scientifically proven framework, to have a set of secured principles to have an ideal classroom with positive education.