When people enjoy whatever they are doing, they report some characteristic feelings that distinguish the (1. pleasure) moment from the rest of life. The same types of feelings are reported in the context of playing chess, climbing mountains, playing with babies, reading a book or writing a poem. They are the same for young and old, male and female, American or Japanese, rich or poor. In other words, the nature of enjoyment seems to be (2. universe) . We call this state of (3. conscious) a flow experience, because many people report that when what they are doing is (4. special) enjoyable, it feels like being carried away by a current, like being in a flow. At present, (5. lament) ,few students would recognise the idea that learning can be like that. But if educators invested a fraction of the energy on (6. stimulus) the students’ enjoyment of learning that they now spend in trying to transmit information, we could achieve much better results. Once students’ (7. motivate) is engaged, once they can be (8. power) to take control of their own learning and provided with clear (9. feed) on their efforts, then they are on their way to a lifetime of (10. propel) acquisition of knowledge.