Date of Award
Master of Arts
Teaching, Learning and Educational Studies
Dr. Paul Farber
Dr. Dini Metro-Roland
Dr. Allison Hart-Young
Motivation, engagement, intention, apathetic. practical knowledge
Masters Thesis-Open Access
This paper explores the conceptions of motivation from the standpoint of two very different types of discourse; the first from important theories of educational psychology such as Weiner’s attribution theory, Ryan and Deci’s self-determination theory, and social constructivist theory of motivation, all of which rely on theoretical knowledge to investigate motivation; and the other found in philosophical/analytical discussions of motivation such as in the work of G.E.M. Anscombe, Julia Annas, and Rollo May, all of which make use of practical knowledge in their conceptualization of human motivation. The paper questions whether inquiry into motivation with the goal of positively impacting apathetic learners might be better served by the latter type which includes the concepts of intention and judgment as being components of practical knowledge and which may be characterized as expressing the moral dimension of motivation.
Cronkhite-Marks, Lisa M., "Putting the Motive Back in Motivation: Exploring the Promise of Intention and Practical Knowledge in Reengaging the Apathetic Learner" (2015). Masters Theses. 557.