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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.

unconscious social living or conscious, uneasy personal awareness. Dostoyevsky’s social man acts as he is supposed to. He accepts the social realm as the final word on how life should be lived. The antithesis of this type of human is he who chaffs against the social, the one who is “abnormal,” conscious, a

In: Re-Calling the Humanities

perceptions, propel ourselves beyond our natural needs. With ideas about what we think we need, want and are owed in life, we humans seldom find ourselves—as animals do—even with a full belly and comfortable living conditions, content. Here is where humans triumph, and here is where our problems begin. Our

In: Re-Calling the Humanities

-world means a process of learning referring to local circumstances. Following this way, it is possible to get in touch with ‘lived religion’ (Failing & Heimbrock, 1998), in the individual’s living context and its complex relations to everyday life. RE should therefore include the conditions of

In: On the Edge: (Auto)biography and Pedagogical Theories on Religious Education

would delegate this decision (even if it is her responsibility), the trainer would not show a professional ethos. However, if she makes a decision, and if it is motivated by the corresponding pedagogical responsibility (reference to the apprentice’s development in this case), then becomes ethos

In: Against All Odds

K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of Moral Motivation: Theories, Models, Applications, 607–622. © 2013 Sense Publishers. All rights reserved. FRANCISCO ESTEBAN BARA & MARIA BUXARRAIS ESTRADA IV. WHY MORAL EDUCATION IS MOTIVATING BY NATURE INTRODUCTION Moral education has been a

In: Handbook of Moral Motivation
Author: Jim Neyland

, this was indeed a rewarding prospect. But when the incentive slipped to twenty cents it effectively became a de-motivating factor because the brain’s reward centre would have remained dormant. Had the old man previously offered only five cents, and then later increased this to twenty cents, the

In: Rediscovering the Spirit of Education After Scientific Management
Author: Terri Egan

healthy. He sat with a group around him talking about the transformative power of love–how everything in his life had become sweeter, more vibrant. It strikes me now how the image of him full of joy in the relationship was a deep testimony to the power of love and our essential ability to recover from

In: Memories of Paulo
Authors: Boris Zizek and Detlef Garz

Sharon’s uncle died in that war, one can suppose that Sharon’s mother was living in Israel at that time. Her mother is, in 1973, 16. Seen from the point of socialization theory, she is in the middle of an adolescence crisis; a phase in life in which the young person is for the first time confronted

In: Kohlberg Revisited

motivating two or three generations of entirely assimilated Jews to return to Judaism and to Zion in the context of Biblical humanism”. For Buber, religious education lay not in conventional orthodoxy but in a living practice of justice and faith in the context of community. It was influenced by his

In: Dialogue and Boundary Learning