A growing body of philosophical, psychological, and educational research shows that gratitude has positive effects on mood, relationships, and learning. This paper explores the power of gratitude, investigates how the ontological (inward), teleological (forward), and metaphysical (upward) structure of gratitude can enhance learning, and then highlights a research study revealing teachers’ perspectives on the impact of practicing gratitude in the classroom environment. Four themes emerged from the empirical study that support the gratitude structure: two themes relate to the impact on teachers (enhanced well-being and calm amidst stress), and two themes relate to the impact on students (enhanced classroom environment and strengthened learning). Together, the epistemological framework and the empirical evidence demonstrate that using the structure and the practice of gratitude together in the context of the classroom environment bolsters educational pursuits.
Wilson, J., & Foster, R. (2018). The Power, Structure, and Practice of Gratitude in Education: A Demonstration of Epistemology and Empirical Research Working Together. International Christian Community of Teacher Educators Journal, 13(1). Retrieved from https://digitalcommons.georgefox.edu/icctej/vol13/iss1/4