Applications of Flow in Human Development and Education

Csíkszentmihályi, Mihály

doi:10.1007/978-94-017-9094-9

Cited by 251 publications

(84 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These features match the pre-requisites for creation of the flow experience "between boredom and anxiety" (sketched in Figure 4), which helps people do their best in learning and in many other activities, as found by Csikszentmihalyi [6,7] . These pre-requisites include: (i) Specific goals (ii) The level of challenge matching the skills (iii) The feeling of being in control, and (iv) Immediate feedback.…”

Section: How We Make Students Learn Before the Lecturesupporting

confidence: 53%

“…Additional guidelines for the organization of coursework are: the concept of flow introduced by Csikszentmihalyi [6,7] , and the theory of self-determination by Deci and Ryan [8] , which we discuss in more detail below.…”

Section: The Theoretical Foundationmentioning

confidence: 99%

“…These pre-requisites include: (i) Specific goals (ii) The level of challenge matching the skills (iii) The feeling of being in control, and (iv) Immediate feedback. According to Csikszentmihalyi [6,7] , the appropriate level of challenge helps students remain motivated in their efforts.…”

Section: How We Make Students Learn Before the Lecturementioning

confidence: 99%

See 2 more Smart Citations

Teaching Electrical Engineering to non-EE Majors in a Flipped or Blended Classroom

Ganago¹,

Kim²,

Kotrba³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

We report the experience of teaching a large service course in Electrical Engineering (EE) for non-EE majors in a flipped, or blended classroom format, for five consecutive semesters during 2014 and 2015 (total, ~650 students). In order to engage students in active learning outside the classroom we created a large number of online self-assessments; in the terms of Bloom's taxonomy, they belong to the lower levels of learning -remembering and understanding. During the lecture time, we engage students in activities focused on the higher levels of learningapplying, analyzing, and evaluating. Our main research tools include the official end-of-semester course evaluations, which included both standard (University-wide) questions and the questions specially designed for the assessment of our course. We also used the statistics of students' votes with clickers during the lectures. The results reveal positive attitude of students to the online selfassessments and to active learning during the lecture time. The students' feedback has guided some of the adjustments of our teaching/learning strategies and indicated the need for minilectures in the blended classroom.

show abstract

Section: How We Make Students Learn Before the Lecturesupporting

confidence: 53%

Section: The Theoretical Foundationmentioning

confidence: 99%

See 1 more Smart Citation

Teaching Electrical Engineering to non-EE Majors in a Flipped or Blended Classroom

Ganago¹,

Kim²,

Kotrba³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

show abstract

“…I would also like to mention the concept of "flow" as explained by Daniel Kahneman (2011) and particularly by Mihaly Csikszentmihalyi (2014).…”

Section: Time and Motivation In The Learning Processmentioning

confidence: 99%

“…Spomenula bih i koncept "toka", kako ga je objasnio Daniel Kahneman (2011) te posebice Mihaly Csikszentmihalyi (2014).…”

Section: Vrijeme I Motivacija U Procesu Učenjaunclassified

Anthropology as Necessary Unlearning. Examples from Camps, Courts, Schools and Businesses

Tužinská

Baer

Holbrook

et al. 2017

View full text Add to dashboard Cite

This paper explores the problems which arise when people attempt to communicate across cultural boundaries. I draw on my fieldwork experience in various settings in Eastern and Central Europe -camps, courts, schools and businesses -where I found that communication works best when trust is established, and that the necessary step to fulfil this condition was to learn how to unlearn deeply rooted assumptions on both sides. The paper begins with a discussion of racial and ethnic stereotypes, drawing on a range of insights from evolutionary psychology and cognitive science. I then turn to memory myths, suggesting how to apply recent findings from specialized memory research. In the second part of the paper, I challenge the concept of "intercultural", which can all too easily legitimate the "clash of civilisations" ideology. In order to establish real intercultural communication, I suggest that we must abandon models of verbatim translation and instead take advantage of recent anthropological insights into how language works, how meanings are socially constructed and how shared understandings are achieved. In all this, I build on the work of linguistic and legal anthropologists who are already contributing to this endeavour and conclude with some meditations on the related themes of counter-dominance and laughter. Keywords: anthropology, applicability, communication, interpreting, culture, memory, stereotypes, unlearning Doubt is the beginning, not the end, of wisdom.George Iles IntroductionAnthropology is the study of what it means to be human. Its relevance and applicability to human problems has been assumed since this discipline's inception. In this paper I explore its relevance to language and communication. My specific focus is on how to avoid getting lost in translation as insiders and outsiders, experts and non-experts, the powerful and the powerless attempt to communicate across cultural boundaries. My argument is that as we enter this process of two-way communication on each side, it is important to learn, but equally to learn how to unlearn. To illustrate my thoughts, I will provide examples from my observations in various I have examined various settings in which official communication with asylum applicants takes place and present my findings from participant observation and ethnographic interviews with asylum applicants and discussions with border staff and decision makers. First, I examine how myths about memory manifest themselves during interviews in legal settings, comparing these myths with contemporary scientific findings concerning how memory works. During discussions with teachers and business personnel conducted while assisting with the teaching of "intercultural communication" and preparing educational materials for use in schools, I discovered they were interested in lists of rules about "do's and don'ts". I explore how this stance is linked to processes of stereotyping, and clarify to what extent unlearning could be helpful. Second, I focus on the failure to distinguish between language...

show abstract

Mihaly Csikszentmihalyi

Knoop¹

2020

The Wiley Encyclopedia of Personality and Individual Differences

View full text Add to dashboard Cite

Applications of Flow in Human Development and Education

Cited by 251 publications

References 11 publications

Teaching Electrical Engineering to non-EE Majors in a Flipped or Blended Classroom

Teaching Electrical Engineering to non-EE Majors in a Flipped or Blended Classroom

Anthropology as Necessary Unlearning. Examples from Camps, Courts, Schools and Businesses

Mihaly Csikszentmihalyi

Contact Info

Product

Resources

About