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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.
Author: Ralf Koerrenz

individual is referenced. In this perspective the social framework of the Jena-Plan comes from the central claim that from the point of view of the educational community school should be understood as a living and developmental space where children and young people should be protected. In addition to the

In: Reform(ing) Education
Author: Rongnan Zhang

own rationally consistent code of moral principles so that they lives may be lived in the light of a conscience responsibly informed by such principles. By contrast, pre-Qin Confucianism starts from the living condition of human being and the daily practices of human life to think about the generation

In: West-Eastern Mirror
Author: Elizabeth Watts

commandments a One of the first references to the five precepts can be found in the Dhammapada: “Whoever destroys living beings, speaks false words, who in the world takes that which is not given to him, or goes too with another’s wife, or takes distilled, fermented drinks – whatever man indulges thus

In: West-Eastern Mirror
Author: Ralf Koerrenz

groups), “ Wochenarbeitsplan ” (weekly work plan), “ Vier Grundformen des Lernens ” (four basic forms of learning), and “ Schulwohnstube ” (school living room) belong to the repertoire of those characteristics that are believed to identify a Jena-Plan school. These aspects undoubtedly play an important

In: Reform(ing) Education

’s life in the world without God means living without moral certainties as these are products of historical constructions and therefore devoid of meaning. Thus, “The Overman triumphs over decadent civilization not in a physical sense, in the way the Aryans conquered antiquity, but in a psychological and

In: Secularization, Cultural Heritage and the Spirituality of the Secular State
Author: Tammi R. Davis

their knowledge of the urban context and how to balance the multiple demands so that all students might learn and improve their life chances. I can relate to this first hand. For my first teaching job, I moved from a small town in the Midwest to a metropolitan area in the South where I taught in an

In: Clinical Partnerships in Urban Elementary School Settings
Author: Emily Zuccaro

( 1 ), 65 – 93 . Fairclough , N . ( 1989 ). Language and power . New York, NY : Longman . Gee , J. P . ( 1991 ). A linguistic approach to narrative . Journal of Narrative and Life History , 1 ( 1 ), 15 – 39 . Gelfuso , A. , & Dennis , D. V . ( 2017 ). Reproducing figured worlds of

In: Clinical Partnerships in Urban Elementary School Settings
Author: Minjung Ryu

This study examines how Melody, a Korean transnational girl in the US, participates in high school AP (Advanced Placement) biology class, engages in identity work, and learns science. Melody was a daughter of a gireogi family (a transnational family separated for educational purposes), living with her mother and brother in the US. The recent increase of transnational educational migration among Asian students and the importance of identity in understanding students’ learning and participation motivated this study. I define identity as a type of personhood and view that it is always performed and negotiated by individuals in their social lives. Drawing on ethnographic data collected in Melody’s AP Biology class, I will show Melody constructed identities as a non-participant, limited English-proficient student and incompetent biology learner. Her identity construction was influenced by the meso level contexts (e.g., school, classroom) and personal contexts (e.g., gireogi family contexts). Yet, Melody constantly negotiated with these contexts to re-figure her identities to be more conducive to her biology learning and to enhance her classroom participation. This study demonstrates how individual students in the US, while coming from a stereotypically successful ethnic group, experience their life contexts and explore possibilities for learning and being in different ways. Implications include how researchers and teachers should pay attention to individual differences and contexts in order to better facilitate their science learning and classroom participation. I will also provide implications for education in countries that send gireogi families and transnational students.

In: Asia-Pacific Science Education
Author: ZHAO Kang

pragmatism was a highly complicated process that was limited by his world view, motivated by the social historical situation, and influenced by his own academic inclinations. Although some misunderstandings were caused by Hu’s interpretation of pragmatism, his contribution to introducing pragmatism to China

In: Beijing International Review of Education