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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.

yet to be revealed. Although I could not walk and I had no idea of what my future held, I felt hopeful, energized, and eager. I wanted to do everything within my power to become as independent as possible to create a life worth living, despite the odds or the outcome projected by medical staff

In: Stories of Transformative Learning

res- ponsibilities” (ibid. : 7). Later life, it is argued, has latched upon the consumer revolution to transform itself into a ‘cultural field’ in which actors face a multiplicity of choices, opportunities, and futures. Older persons are, within some limits, living their life as they please before

In: Lifelong Learning in Later Life

mind and my body worked together to make a life, and the staff of that life, as people have said, was the food I chose to eat for mind and body. Now my mind needed to encompass what it meant to take salt out of diet and body. It meant a very expansive set of choices in not just eating but living

In: Stories of Transformative Learning

’s actions as a human being living in the world with others. As I observe Ortrun, three elements in particular stand out when we consider the fit between her worldview and her life/work. One is her deep appreciation of knowledge and its utility. This helps us to understand Ortrun’s lifelong concern for

In: Lifelong Action Learning and Research

can help to build solidarity as the participants come from organisations that already have a shared commitment to the struggle for social justice: ‘We do this together, we motivate each other, we listen and respond to each other, we are together in the struggle for social justice.’ Sharing life

In: Forging Solidarity

, pragmatically, find an art course that fits into their schedule: subject matter is not always the prime motivator. They may believe they have enrolled in a “bird course”: a fun and easy “A”. Others take an art course in their final year as a “reward” for all their hard work during the previous three years. I

In: Working the Margins of Community-Based Adult Learning

andragogy. Subsequently, the chapter discusses specific teaching and instructional styles pertinent to later life. The fourth and final sections focus on elearning and fourth age learning. FROM ANDRAGOGY… The term ‘andragogy’ was first identified as far back as 1833 by Alexander Kapp, a German educator

In: Lifelong Learning in Later Life

person and group of people have different attitudes toward education and working life. Individuals use or choose not to use education in different ways for the development of their lives and their employability. However, despite what people themselves want to pursue in their lives, a person's success

In: In From the Margins

, 2003) and Salling-Olesen’s Life-historical approach rooted in Critical Theory (2002, 2007) can conceptualise the relation between work and identity. It is suggested how they can contribute to a theoretical framework, enabling researchers to examine how learner identities are formed through peoples

In: Working and Learning in Times of Uncertainty: Challenges to Adult, Professional and Vocational Education