FLOW Theory in the Preparation of Vocational Subjects Teachers

Year 2019, Volume: 13, 184 - 188, 31.08.2019

ľubica Vaskova Dagmar Ruskova

Abstract

The contribution deals with the FLOW theory of
Czikszentmihaly. This theory is already well known in the professional
psychological public. The FLOW theory is one of the main ways of achieving the
so-called optimal highly focused mental state or optimal experience. According
to its author, it depends on the ability of having control, at any moment, over
what is happening in individual consciousness. It is one of the main
determinants of what is simply referred to the term "happy and fulfilled
life." The optimal experience is not the gift of being, it is the result
of a purposeful, subjective effort of an individual. Life in the family may be
the first impulse for identifying the path of the FLOW. The second, equally
meaningful impulse should be the school or teachers and their educational
activities. In order to successfully influence pupils in this area, the
teachers need to focus themselves to FLOW issues. The authors of this article
see a positive transfer of FLOW theory especially in realistically defined
training and educational goals. The goals of the lesson have to be set to
develop and respond to the quality of pupils' thinking logic. At the same time,
there must be a significant motivational impulse to the action. And especially
„the absorption" of the individual by subjective activity is a meaningful
outcome of FLOW within the teaching process. Teaching and learning is a
complicated and complex process. The versatility of this process results in the
one hand, a wide range of scientific disciplines dealing with these notions
(e.g. psychology, pedagogy, philosophy, biology, medicine, sociology,
cybernetics, and the like) in the other hand a wide range of definitions,
attempting to identify phenomena accompanying this multi-aspect and
multi-factor process.

Keywords

Flow theory, Motivation, Educational goals

References

• Cikszentmihalyi, M. FLOW Psychológia optimálneho prežívania. Bratislava. Citadella, 2015.381 s. ISBN 978-80-89628-711. Turek, I., Základy didaktiky vysokej školy. Bratislava. STU, 2006. 248 s. ISBN 80-227-2573-0. Belz, H., Siegrist, M. Klíčové competence a jejich rozvíjení. Východiska, metody, cvičení a hry. Praha. Portál, 2001. ISBN 80-7178-479-6. Ruissel, I. Inteligencia a myslenie. Bratislava: Ikar, 2004. 432 s. ISBN 80-551-0766-1.