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A Memoir and Activities
What if, as psychologists and adult educators advocate, a person chose a life where his motivation for the work itself determined what he did? Living a Motivated Life: A Memoir and Activities follows the author through forty years, revealing how he selected vocational pursuits guided by his understanding of intrinsic motivation and transformative learning. As a compass for relevant decisions, these ideas gave energy and purpose to how he lived, and an instinct as sure as sight for the future.

Written with nuance, humor, and unpredictability, this story renders how he came to appreciate learning for the pleasure of learning. Facing similar challenges as those of today’s first generation college students, the memoir narrates his unexpected college enrollment, his friendship with an ancient history professor, and his triumphs and travails as teacher, psychologist, human relations specialist, psychotherapist, and adult educator.

This is the first memoir of someone who consciously chose to lead a professional life to experience flow on a daily basis. It is an important step in the integration and evolution of intrinsic motivation theory and transformative learning. But it reaches beyond this outcome, sharing how the author aspired to be better at what he valued and showing how he discovered and extended these ideas to others.

living death that Reich had. repeatedly observed in his clinical practice. Like Brown, the purpose of practice and analysis is the resurrection of life against a culture of death. More than anyone else, Fromm made the affirmation of life an explicit foundation of his social theory. Nathan Gover

In: Symbolic Movement

pathways to success are possible and encouraged, and this will also be the case for individual approaches to writing as well. This image of life hope as a metaphor for hopeful writing approaches can help students to see that writing, just like life, is about being motivated to use strategies that are

In: Writing Hope Strategies for Writing Success in Secondary Schools

to access itself” ( Henry, 2015 , p. 90). Both world and thought are modes of life. There is no thought or sense perception, therefore, that is not already emerged as a living thought and perception, that is, visual to itself and in itself. 5 Appearing The third phenomenality of visual I

In: Visual Pedagogies

“When I arrived in the Netherlands, I was a young boy, a teenager. My parents remained behind in Turkey, while I began living with my brother in the Netherlands. Next door to us lived a Roman Catholic family. They adopted me as if I was their own son. I joined them in the celebration of their

In: Interfaith Education for All

some kind of significant life change, Saul actually becomes someone else. He is not only converted to the way that will lead him to eternal life after death, but he also gets to live beyond while he is still on Earth, as Paul, missionary to the Gentiles, and a LIVING BEYOND 109 third time as Paul

In: The Need for Revision

religiously motivated violence and to create cultures of peace, justice and healing for the Earth and all living beings.” However, still another focus of the discourse on interfaith education might be fruitful to explore, namely on the complexity of the matter at hand and the need to stand this complexity

In: Interfaith Education for All

it, it is autobiographical. In it I consider various incidents from my life that seemed to have influenced my views of curriculum, or signified some shift in perspective for me. Motivating me to use this autobiographic approach was my success with a keynote address at an Australian conference

In: Emerging Curriculum

the organism, as a whole. Emotions are part and parcel of the neural machinery for biological regulation whose core consists of homeostatic controls, drives and instincts. SECTION TWO 58 This living systems approach to understanding our role and ability in life has been adopted by many

In: Entreplexity® = Entrepreneurship + Complexity

ends is like seeking the purpose of morality or the good life (R.S. Peters, 1964, p. 17; 1970, p. 29). Dewey (1916, p. 248) argued that the ultimate value of education is not its means to some other ends like earning a living, but is to be actualised in “living a life which is fruitful and

In: Educating for Meaningful Lives