Flow, education and creativity
Specifically, ‘flow’ is a psychological term which describes a state in which:
'People are so involved in an activity that nothing else seems to matter; the experience is so enjoyable' (Cskikszentmihalyi, 1990).
In the video below, Mihlay Csikszentmihalyi, the leading theorist in the field of flow psychology summarises his findings and how they are linked to well being. In addition, click on the button below to access the resources used to explain and summarise flow to students as part of the first 'Focus Group' phase of the research.
'People are so involved in an activity that nothing else seems to matter; the experience is so enjoyable' (Cskikszentmihalyi, 1990).
In the video below, Mihlay Csikszentmihalyi, the leading theorist in the field of flow psychology summarises his findings and how they are linked to well being. In addition, click on the button below to access the resources used to explain and summarise flow to students as part of the first 'Focus Group' phase of the research.
Flow has also been linked to education by a number of theorists including Martin Seligman, Guy Claxton and Keith Swanwick. Seilgman states:
'Flow occurs when you deploy your highest strengths and talents to meet the challenges that come your way; it is clear that flow facilitates learning.' (Seligman et al, 2009).
In this way there is a parallel to be drawn between the conditions for flow and Vgotsky's 'Zone of Proximal Development'. For flow to take place there must a be a sense that the person in question is functioning at the limit of their skill to meet a comparable challenge, if either of these elements are lacking or exaggerated then we encounter anxiety or boredom (see below). For those 'addicted' (Robinson, 2010) to flow, they must, as with Vygotsky's principle, keep striving to scaffold and extend their abilities and challenges to maintain access to flow states.
'Flow occurs when you deploy your highest strengths and talents to meet the challenges that come your way; it is clear that flow facilitates learning.' (Seligman et al, 2009).
In this way there is a parallel to be drawn between the conditions for flow and Vgotsky's 'Zone of Proximal Development'. For flow to take place there must a be a sense that the person in question is functioning at the limit of their skill to meet a comparable challenge, if either of these elements are lacking or exaggerated then we encounter anxiety or boredom (see below). For those 'addicted' (Robinson, 2010) to flow, they must, as with Vygotsky's principle, keep striving to scaffold and extend their abilities and challenges to maintain access to flow states.
In this way, advocates for flow suggest it is these 'peak experiences' (Swanwick, 1997) that stay with us and motivate us to pursue more of the same object for it's own sake. A video editor lost in the music of his post production narrative works for hours without a break, the music producer sequencing multitudes of vocal tracks into a finished product loses sense of time and forgets to eat; self-consciousness melts away and at the end there is something tangible achieved that has significant meaning to the participant. When discussing the positive feelings associated with learning Claxton describes flow as an 'intense learning state' (Claxton, 2001) in which, 'good students tend to be those who can gain access to the state of flow whilst they are studying' (ibid.) There may be implications in terms of performance and success for students who can learn to nurture and recognise this ability in themselves. To qualify, Csikszentmihalyi explains that flow can occur in any situation where this triangulation between interest, skill and challenge takes place. Hence, it is not just for 'the good students' but for any learner given this right combination of choices and educational circumstances.
We can look at flow as a state in which students are absorbed and fully focused, possibly exited or enthralled by the activity they are doing. Sir Ken Robinson has argued in his book The Element that finding the activities that lead us into 'the zone' are arguably those that bring us most closely in touch with ourselves and our purpose in life. He describes being in the zone as a 'powerful and transformative experience' (Robinson, 2010) an experience which we as educators have the potential to nurture.
That said, one of the key criticisms of Csikszentmihalyi's theory of flow has been that beyond the basic principles of interest, skill and challenge there is 'no ten point program on how to add flow to your life' (Carl, 2011). For the naturally 'autotelic personality' that loves to do what they love for the love of it it is easily accessed and yet for some, as my research has indicated, flow is a mystery. It is this vacuum which provides the starting point for the research that follows; to hear the voices of those, currently in education, whose experiences may inform our understanding of the circumstances and conditions from which flow may emerge.
We can look at flow as a state in which students are absorbed and fully focused, possibly exited or enthralled by the activity they are doing. Sir Ken Robinson has argued in his book The Element that finding the activities that lead us into 'the zone' are arguably those that bring us most closely in touch with ourselves and our purpose in life. He describes being in the zone as a 'powerful and transformative experience' (Robinson, 2010) an experience which we as educators have the potential to nurture.
That said, one of the key criticisms of Csikszentmihalyi's theory of flow has been that beyond the basic principles of interest, skill and challenge there is 'no ten point program on how to add flow to your life' (Carl, 2011). For the naturally 'autotelic personality' that loves to do what they love for the love of it it is easily accessed and yet for some, as my research has indicated, flow is a mystery. It is this vacuum which provides the starting point for the research that follows; to hear the voices of those, currently in education, whose experiences may inform our understanding of the circumstances and conditions from which flow may emerge.