Download E-books Applications of Flow in Human Development and Education (The Collected Works of Mihaly Csikszentmihalyi, Volume 3) PDF

By Mihály Csíkszentmihályi

The third volume of the accumulated works of Mihaly Csikszentmihalyi covers his paintings at the program of circulation in components that transcend the sector of relaxation the place the concept that was once first utilized. according to his own adventure with education and studying, in addition to that of many others and opposite to what Cicero claimed, Csikszentmihalyi arrived on the end that rather than taking satisfaction in making the roots of data as sour as attainable, we must always try and cause them to sweeter. simply as circulate grew to become a well-liked and valuable notion in voluntary actions, it will probably likewise be utilized in schooling with the outcome of teenagers being likely to continue to learn not only simply because they need to yet simply because they wish to.

This quantity brings jointly a couple of articles within which Csikszentmihalyi develops rules approximately find out how to make schooling and extra typically the method of studying to dwell a very good existence, extra stress-free. due to the fact thought is the mummy of excellent perform, the 1st 11 chapters are dedicated to theoretical reflections. a few are common and discover what it skill to be a man or woman, what it skill to be an individual, once we examine existence from the viewpoint of circulate. Others are extra narrowly thinking about such issues as intake, schooling, educating and studying. they assist laypeople mirror how they could set up their lives in the sort of method as to go away a small ecological footprint whereas getting the main entertainment. the second one part of the amount includes a dozen empirical articles on related topics.They take care of the advance of identification and self esteem; with the formation of pursuits and motivation; with loneliness and kinfolk life."

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Harry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . major difficulties of formative years . . . . . . . . . . . . . . . . George . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Max . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . styles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . end . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . dialogue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . additional matters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . eighty one eighty one eighty three eighty four eighty four eighty four eighty five eighty five 86 87 88 89 ninety ninety ninety one ninety one ninety three ninety four ninety five ninety six four The function of feelings within the improvement of knowledge knowledge and information: An Evolutionary standpoint . The Phenomenology of knowledge . . . . . . . . . . . . . . . . . the advance of knowledge . . . . . . . . . . . . . . . . . . . The dimension of knowledge . . . . . . . . . . . . . . . . . . . Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ninety nine a hundred 104 107 112 114 one hundred fifteen five Reflections and studies . . . . . . . . . . . . . . . . . . . How patron habit Meets Existential wishes. . The ‘‘Lower’’ wishes: Survival and protection . . . . . Love and Belonging . . . . . . . . . . . . . . . . . . . . . the better wishes: Esteem and Self-actualization How purchaser habit Meets Experiential wishes. eating within the 3rd Millennium . . . . . . . . . . . References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 119 119 one hundred twenty 121 122 124 126 6 movement and schooling . . . . . . . . . . half One . . . . . . . . . . . . . . . . . . . Motivation and studying. . . . . . The circulation event . . . . . . . . Matching demanding situations and talents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 129 one hundred thirty 132 138 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Contents vii half 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . features That Facilitate stream . . . . . . . . . . . . . . . . . . . . . . Questions and solutions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 141 147 7 studying, ‘‘Flow,’’ and Happiness . . . . . . . . . . . . . . . . Happiness as own improvement. . . . . . . . . . . . . . . . A Systemic version of the individual . . . . . . . . . . . . . . . . . . The stipulations of Psychic Negentropy . . . . . . . . . . . . . . The Dynamics of private development. . . . . . . . . . . . . . . . . a few ideas for improvement of the training Stance. feedback for examine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 154 156 158 161 164 171 eight Intrinsic Motivation and potent instructing . . . . . . . . The lack of Intrinsic Motivation . . . . . . . . . . . . . . . . . . Intrinsic Motivation and the method of upper schooling . Intrinsic Motivation and scholars. . . . . . . . . . . . . . . . . . entertainment within the historical past of Pedagogy . . . . . . . . . . . . . . A version of Intrinsically lucrative studying . . . . . . . . . constructing stream in educating. . . . . . . . . . . . . . . . . . . . subject material . . . . . . . . . . . . . . . . . . . . . . . . . . . . . lecture room constitution . . . . . . . . . . . . . . . . . . . . . . . . . References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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