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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.

perhaps another one where moderation was required. Being able to judge and act well was seen as intrinsic to being a human and living a good life. How someone lived well was in some ways dependant on context and the particularities of the situations thrown up by life. For Ricoeur ( 1994 , p. 177) the

Open Access
In: Continuity and Discontinuity in Learning Careers

respond to this question. Living expenses were similarly a cause for concern with seven paying for living expenses mainly through government loans, three mainly by working part-time, seven whose parents paid for all living expenses, one who lived at home, and five who shared the cost with their parents

Open Access
In: Continuity and Discontinuity in Learning Careers
Afterword
Author: Rob Hunter

’s contemporaneous account is of particular significance. So what were my values? The pull of community of place which I’d never experienced in my personal life and which I imbued with a romantic glow (just as others were fighting to break free of its more oppressive characteristics). The human connection it

In: Community Work and Adult Education in Staveley, North-East Derbyshire, 1969–1972
Chapter 7 Analysis of Keywords and Themes
Author: Colin Kirkwood

and expounded to the mass creation myths and the moral tales which embodied a total ideology, a set of values for living and dealing with every aspect of life. The role of the mass was to listen and obey. You had to understand the stories and the values they contained, and then implement the values

In: Community Work and Adult Education in Staveley, North-East Derbyshire, 1969–1972

friendship, and the trials and challenges of trying to be a fine teacher. Once I turned toward psychology in graduate school, vital engagement set its anchor resulting in my decision at 31 to lead an intrinsically motivated, professional life. I’ve followed it ever since with transformative learning often

In: Living a Motivated Life

capital and economic productivity. One of the invitations that changed the direction of my life came in 1985 from the British Columbia Institute of Technology ( bcit ). While living in Milwaukee, I travelled on a regular basis to Vancouver to work with a caring and diligent band of professional educators

In: Living a Motivated Life

singular theme or exploring an aspect of the memoirist’s life in depth. In Part 1 of Living a Motivated Life: A Memoir and Activities , I consistently spotlight how intrinsic motivation for learning became a valued trait and interacted with transformative learning to influence my personal development

In: Living a Motivated Life

over the evening. Being with her at such times was one of the things I missed when I left. There was no drama or heavy insights, just a kind of proximity of love for each other without ever having to say it. Looking back, “doing the dishes together” reflects so much of our life—the gentleness of her

In: Living a Motivated Life

-regulated learning, 18 an essential characteristic of self-motivated, life-long learners. Another significant advantage I had in developing motivation to learn was the harmony between what my parents wanted from me as a student and what my teachers expected from me. There was no doubt in my mind that at the top

In: Living a Motivated Life