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Positive EducationThe Geelong Grammar School Journey$
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Jacolyn M. Norrish

Print publication date: 2015

Print ISBN-13: 9780198702580

Published to Oxford Scholarship Online: August 2015

DOI: 10.1093/acprof:oso/9780198702580.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 01 August 2021

Positive Engagement

Positive Engagement

Chapter:
(p.199) 10 Positive Engagement
Source:
Positive Education
Author(s):

Jacolyn M. Norrish

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780198702580.003.0010

Within Geelong Grammar School, Positive Engagement is understood as the practice of promoting complete immersion in activities through understanding the nature of engagement, the pathways to it, and its effect on wellbeing. Central to this chapter is Professor Mihaly Csikszentmihalyi’s seminal work on flow, which is the peak experience of engagement that occurs when a person is fully absorbed in an activity. The chapter is introduced by Dr Sue Jackson, who explores how deep student and staff engagement and immersion provide a foundation for high levels of performance and rich teaching and learning. A central component of engagement is nurturing intrinsic motivation and building student motivation by addressing three needs—competence, autonomy, and relatedness. Also central to Positive Education is facilitating engagement and curiosity in the lives of staff and students more broadly by supporting each member of the school community to identify and develop sources of interest and passion in their life.

Keywords:   Positive Education, Positive Psychology, flow, engagement, learning, intrinsic motivation, self-determination theory

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