Educational Philosophy and Theory 41 (5):539-552 (2009)

As debate continues around the nature and values of education, it is important to ask the question of what factors motivate a student to engage with the ends of an educational institution. In this paper, a broad, holistic view of learner motivation, derived from Aristotelian ethics, is used to provide a model to drive institutional change. Focussing on the approach of one Higher Education institution to the particular accommodations required for students with disabilities, the paper identifies three factors which motivate students, a failure to engage with the aims and ends of the educational project, a failure to see that a particular learning aim is worth attaining, and a simple lack of will‐power to attain it. To each of these failures a social cause is identified, and a change in both the institutional culture and the individual learner's approach to their education is suggested.
Keywords Aristotle  philosophy  ontology  university  disability  higher education
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DOI 10.1111/epat.2009.41.issue-5
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References found in this work BETA

Mind and World.John McDowell - 1994 - Cambridge: Harvard University Press.
Needs, Values, Truth.David Wiggins - 1990 - Revue Philosophique de la France Et de l'Etranger 180 (1):106-106.
The Field of Cultural Production: Essays on Art and Literature.Pierre Bourdieu & Randal Johnson - 1996 - Journal of Aesthetics and Art Criticism 54 (1):88-90.
Cultural Politics and Education.M. W. Apple - 1997 - British Journal of Educational Studies 45 (3):321-323.

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Citations of this work BETA

Motivation as Ethical Self-Formation.Matthew Clarke & Barbara Hennig - 2013 - Educational Philosophy and Theory 45 (1):77-90.

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