Results for csikszentmihalyi translation from French to English

mihaly csikszentmihalyi (2006).
mihaly csikszentmihalyi (1990).

mihaly csikszentmihalyi sur "le flux"
mihaly csikszentmihalyi on flow

(seligman, csikszentmihalyi 2000 ; seligman 2005).
this model has resulted in ignoring or denying possibilities and potentials that could be accomplished through supporting strengths (in a human, community, institution, etc.) (seligman, csikszentmihalyi 2000; seligman 2005).

mihaly csikszentmihalyi est professeur de psychologie ŕ l’université de claremont en californie.
mihaly csikszentmihalyi is professor of psychology, claremont graduate university, california.

secure rights send link printer friendly version mihaly csikszentmihalyi est professeur de psychologie ŕ l’université de claremont en californie.
secure rights send link printer friendly version mihaly csikszentmihalyi is professor of psychology, claremont graduate university, california.

martin seligman, ancien président de l'association américaine de psychologie, décrit mihaly csikszentmihalyi comme le plus grand chercheur au monde sur la psychologie positive.
martin seligman, former president of the american psychological association, described csikszentmihalyi as the world's leading researcher on positive psychology.

c'est exactement ce dont parle mike csikszentmihalyi, quand il parle de focalisation, et c'est de bien des façons très différent du plaisir.
and this is indeed what mike csikszentmihalyi has been talking about, about flow. and it's distinct from pleasure in a very important way.

ceux-ci se dotent de moyen s tant philosophiques que techniques afin d'accomplir leurs tâches, réduisant par le fait même le caractère accessoire que d'aucuns voulaient encore leur attribuer : théories de l'apprentissage fondées sur les particularités du musée (voir vygotsky, gardner, csikszentmihalyi), groupes de pression (gis,* gem,* mert,* ceca,* gisem* et d'autres), discours structuré sur la profession (voir allard, dufresne-tassé et lefebvre, hooper-greenhill, hein, falk et dierking), etc.
the lingering tendency to view educators as "museum accessories" diminished as they equipped themselves with the tools needed to accomplish their tasks. these tools were as much philosophical as technical: theories of learning based on the nature of the museum (see vygotsky, gardner, csikszentmihalyi), pressure groups (gis,* gem,* mert,* ceca,* gisem* and others), structured discourse on the profession (see allard, dufresne-tassé and lefebvre, hooper-greenhill, hein, falk and dierking), etc.