Controversies over Flow State in Education

Abstract

At the time when the child is at the threshold of pre-school and school, the formal education begins to dominate. Learning becomes limited with curricular frames and sanctioned as an obliga-tion. In these conditions, however, it does not provide satisfaction and involves cognitive effort. In formal education strategic importance is assigned to techniques that motivate the pupils to under-take the effort of learning. Thus, this paper discusses the issue of motivation and its role in the process of teaching. The main attention is focused on condensed inner motivation that lead to achieve the flow state. This reflexive and analytical article attempts to answer the questions: ‘What are the possibilities and conditions to achieve flow state by a pupil in the process of education?’ and ‘Does this autotelic experience have a didactic value?’