Good Education Designs Learning Experiences that Build upon Natural Intrinsic Motivation
This series of blogs is taken from articles by Charles Debelak in the Birchwood School of Hawken's Clipboard during the 2017-18 school year. The purpose of Mr. Debelak's Clipboard articles is to provide parents with information about sound educational principles and child development issues gleaned from history, contemporary research, and Mr. Debelak's 40+ years educating, coaching, and counseling children, young adults, and parents.
Motivation Beyond Natural Curiosity
As I mentioned last blog, motivation to learn is a natural process. From infancy, children are spontaneously curious about their world and motivated to learn. They do not need extrinsic rewards. They spontaneously ask questions and revel in every bit of new found knowledge. It is natural. It is human.
Understanding the intersection between intrinsic motivation and education, however, requires an expanded definition of this concept. Effective education recognizes that intrinsic motivation, though essential, must also be nurtured, cultivated, and broadened. Good education designs learning experiences that build upon natural, intrinsic motivation. It introduces children to higher levels of learning which in turn introduce the student to a broader understanding and application of intrinsic motivation.
These learning experiences fall into two categories. The first inspires interest and motivation toward new domains of knowledge that children may not have previously known or had not previously appreciated. The second are toward a deeper pursuit of knowledge that will require greater self-discipline and challenging work. In this blog I will discuss some important ideas of how we might inspire interest and motivation in new domains of knowledge.
Inspiring Interest and Motivation
I begin this discussion asserting “all domains of knowledge – reading, writing, mathematics, science, history, geography, music, art – are each inherently interesting and inspiring.” Please read that again ... and then let me translate, “Every subject is ‘cool,’ interesting, and even fun.” Authentic learning by nature is interesting and exciting. Granted, conventional wisdom claims we each have individual interests and propensities based upon our genetic makeup and environmental influences. To some extent this is true. Naturally we are motivated toward one area of learning over another according to our personality and upbringing. Although I accept that premise in part, I also assert there is inspiration, beauty, and motivation in every domain of knowledge. Every domain of knowledge includes experiences that will motivate any child to pursue learning. In educational literature this form of subject knowledge is called the “essential structure of a discipline” (Jerome Bruner). Within respective knowledge realms of math, science, literature, music, or art, there is an essential structure of knowledge that corresponds to human nature. As human beings, we respond to this essential knowledge, essential structure, if given a chance to meet it at an authentic level.
How Does This happen?
The answer is both simple and challenging. It is simple because what is required are real-world experiences in a learning domain. It is challenging because in general this is not how we “do” education. Historically the education of children fragments domains of knowledge and gives children little pieces of that knowledge which do not really introduce children to the essential structure of a discipline. More often students are introduced to discrete skills and tidbits of knowledge. Reading means phonics and word recognition, not the beauty of story, character, and theme. Math is facts and computational skills, not the elegance in creative problem-solving. Writing is grammar and punctuation rules, not the intellectual creation of ideas and reason.
Is it surprising that some children do not like to read or do mathematics or write? Their experience is not one of beauty and wonder. Rather it is of discrete, isolated skills and tasks, that are not connected to a beautiful whole that is intriguing and enjoyable. Children cannot connect the pieces to the whole. Subsequently for many children the only reason they try to learn and do well at school is because it is their responsibility, not their joy. This is not entirely bad, but far short of the ideal.
But then here is the challenge. How do we create such wonderful experiences for our children? I don’t have all the answers but from my experience I can offer two insights on how to motivate children. First, if you are parent or a teacher, offer or create authentic experiences for your child’s learning. The best way to do this is to connect children to people who love their domain of knowledge. Connect them with teachers who love books, who love writing, who love mathematics, or who love science. Connect them with specialists in sports, music, or the performing and visual arts. Create authenticity. Identify teachers, instructors, and coaches who possess the inherent joy and beauty in their subject.
Also, be sure the learning environment provides appropriate “on ramps” for learning. The learning environment should be designed for student success. Learning needs to be scaffolded so that it leads to repeated success. Each success begets greater interest, curiosity, and desire to learn.
From the December 2018/January 2019 Birchwood School of Hawken Clipboard Newsletter
