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Sequence 13REFERENCES Aries, P. Centuries of Childhood. New York: Vintage, 1962. Csikszentmihalyi, M. Flow: The Psychology of Optimal… |
Sequence 30way to envision the related processes of education and human devel- opment. The synthesis of these perspectives also provides… |
Sequence 15that adolescents have very few opportunities to gain experiences that might translate into future careers. By the end of high… |
Sequence 1brings wholeness rather than fragmentation to one's life and requires the courage to use life-affirming principles to… |
Sequence 36REFERENCES Ames, C. "Classrooms: Goals, Structures, and Student Motivation." Journal of Educational… |
Sequence 28Csikszentrnjhalyi, M. Creativity: Flow a11d the Psychology of Discovery a11d l11vention. New York: HarperCollins, 1996.… |
Sequence 123REFERENCES Aries, P. Centuries of Childhood. New York: Vintage, 1962. Csikszentmihalyi, M. Flow: The Psychology of Optimal… |
Sequence 44way to envision the related processes of education and human devel- opment. The synthesis of these perspectives also provides… |
Sequence 142that adolescents have very few opportunities to gain experiences that might translate into future careers. By the end of high… |
Sequence 561brings wholeness rather than fragmentation to one's life and requires the courage to use life-affirming principles to… |
Sequence 51REFERENCES Ames, C. "Classrooms: Goals, Structures, and Student Motivation." Journal of Educational… |
Sequence 217Csikszentrnjhalyi, M. Creativity: Flow a11d the Psychology of Discovery a11d l11vention. New York: HarperCollins, 1996.… |