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1、MotivationandLearningFrederickS.Ellett,Jr.FacultyofEducationUniversityofWesternOntarioLondon,Ontario,N6G1G7Canada519-661-2111x88612ellett@uwo.caDavidP.EricsonDepartmentofEducationalFoundationsCollegeofEducationUniversityofHawaiiatManoaHonolulu,Hawaii,96822U.S.A808-95
2、6-4243ericson@hawaii.eduInPreparationforTheHandbookofthePhilosophyofEducation26July2008MotivationandLearningIntroductionMotivatingstudentstolearnisconsideredtobeamongthehighestteachingarts.Yetwhatismotivation?Andhowmightstudentmotivationberelatedtolearning?Thesequest
3、ionsareconnectedwithmanygeneralinterestspursuedbyphilosophers,psychologists,andeducators..InPartI,weconsiderbasicphilosophicalaccountsoftherelationshipbetweenmotivationandaction.InPartII,weconsiderimportantgeneralviewsheldbyeducatorsontherelationshipbetweenmotivation
4、andlearning.InPartIII,weconsiderinfluentialspecificviewsheldbyeducatorsontherelationshipbetweenmotivationandlearning.PartI.MotivationandActionItseemsanaturalplacetobeginisbyasking,“Whatisitforapersontobemotivatedtoperformanaction?”ForWilliamAlston(1967),aphilosopher,
5、typicalcasesofmotivationincludethefollowing:doingsomethingtokeepapromise,doingsomethinginordertogetrevenge,doingsomethingbecauseitisthepolitethingtodo.Herethephrases“doingsomethingforapurpose,”“actingtorealizeanendorachieveagoal,”or“doingsomethinginordertodoso-and-so
6、”haveallbeenfoundusefulincharacterizingthetypicalcases.Alstonprefersthephrase“doingsomething(A)inordertobringaboutso-and-so”becauseitcannicelycoversthetypicalcases.Anditcanalsocoverthecasewhereapersongoestoameetingbecauseheisobligatedtodoso,butinwhichtheperson’sgoing
7、(now)tothemeetingisfulfilling(now)thoseobligations.Insuchacase,theperson’sdoingAdoesnotleadtosomethinglaterintime.Itisimportanttounderstandthenextstepwhichistypicallymade.Towhatsortsoffactsarewerelatingtheaction,A,ifweaskwhythepersondidA?Alston(1967,p.400)argues“wema
8、ygetacluebynoticingthatthefollowingpairsare[logically]equivalent:A.(1)Hegotupearlyinordertogetsomeyardworkdone.(2)Hegotupearlybecau
