Positive education: the use of self-study research methodology to assess its place in higher education settings

This chapter had its genesis in the chance coming together of three colleagues who discovered they shared a common interest and commitment to the emerging theories of positive psychology. From this seed of personal and common interest grew our collaboration and the presently reported ongoing research project to explore the potential of positive psychology theories to alter our teaching and learning practices. This is a shared collaborative reflection and deliberates on the ongoing research process for Jeanne, Marcelle and Tarquam, who are the team of three university "teacher researchers", "teachers-as-researchers" or "researchers-as-teachers" in Melbourne, Australia. These three turns of phrase are deliberately presented here as interchangeable and will be shown to be central to the definition of our scholarly practice.