This book provides an authoritative, yet accessible guide to the philosophy of education, its scope, its key thinkers and movements, and its potential contribution to a range of educational concerns. The text offers a balanced view of three key dimensions: first, in giving an equal weight to different styles and modes of philosophy; second, by including past and present perspectives on philosophy of education; and third, in covering both the general “perennial” issues in philosophy and issues of more contemporary concern.
Chapter 23: Motivation and Learning
Motivation and Learning
Motivating students to learn is among the highest of teaching arts. Yet what is motivation? And how might student motivation be related to learning? These questions are connected with many general interests pursued by philosophers, psychologists, and educators. In ‘The challenge of folk psychology,’ we consider basic philosophical accounts of the relationship between motivation and action. In ‘Motivation and affective characteristics,’ we consider important general views held by educators on the relationship between motivation and learning. In ‘Motivation and learning: key concepts,’ we consider influential specific views held by educators on the relationship between motivation and learning.
Motivation and Action
What is it for a person to be motivated to perform an action? For philosopher William Alston (1967), typical cases of motivation ...