ABSTRACT
This chapter discusses children’s eudaimonic immersion in learning activities through the cumulative influence of perceptions and interpretations upon confidence and flow. It shows how the core of Robert Grosseteste’s ideas is applied to children’s context-based approach to forming interpretations and understanding about their lifeworlds. Grosseteste’s definitions of experience and experiment were central to his philosophy of intellect and context-based being and experience. In particular, Grosseteste’s philosophical writings regarding experience and experiment encompassed human nature, human understanding and posterior analytics. Essentially, Grosseteste sought to explain the inductive gap between human experience and experiment, or inquiry-based action, in social contexts. All human knowledge and associated endeavour is influenced by interpretation-informed confidence and social motivation. Children may well be less likely to be susceptible, compared to adults, to doubts, scepticism and uncertainty as they engage in activities either by themselves or with other social agents.
