Year: 2025
Type: preprint
Abstract: This paper examines the Pre-Texts protocol as an innovative educational intervention that operationalizes key principles of positive psychology to foster wellbeing and learning in diverse populations. Pre-Texts integrates collective reading, questioning, artistic creation, reflection, and associative thinking to create conditions for human flourishing aligned with Seligman’s (2011) PERMA model. Drawing on implementations across marginalized communities, we argue how the protocol’s synthesis of aesthetic education, critical pedagogy, and Montessori-inspired principles generates measurable improvements in both psychological wellbeing and cognitive development. The protocol's emphasis on collective creativity and non-competitive engagement provides an alternative to individualistic educational approaches, particularly benefiting vulnerable populations who face barriers to traditional mental health and educational resources. Through an analysis of the protocol’s theoretical foundations and empirical outcomes, we argue that Pre-Texts represents a significant advancement in understanding how creative, text-based interventions can promote mental health, social inclusion, and lifelong learning. The paper contributes to the positive psychology literature by demonstrating how relatively simple, low-cost interventions can create virtuous cycles of learning and wellbeing, offering a replicable model for fostering human flourishing across diverse cultural contexts.
Institutions: University of Chieti-Pescara, Harvard University
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: gold
OpenAlex ID: W4413904708