If a student is given a percentage of the classroom time to devote to self-directed activities, then the student will be intrinsically motivated and will develop creative learning activities because when a student is given freedom, her autonomy is enhanced, and autonomy is an essential component of intrinsic motivation. As Daniel Pink points out, intrinsic motivation is made up of three components: autonomy, mastery, and purpose. This is consistent with Dece and Ryan's theory of self-determination whose elements are autonomy, competence and relatedness. When a teacher allows a student to spend a significant amount of time in self-directed activities, she is respecting and honoring that student's autonomy. When a student experiences autonomy or freedom in this way, her intrinsic motivation is "jump start" -ed.
Moral implications:
When a teacher makes a choice to honor the autonomy of a student, she is affirming that student's intrinsic value as a human being. I believe this is a fundamental right of students and children and a corresponding responsibility of teachers. Moreover, teachers have a responsibility to foster the creativity of children as future citizens and problem solvers. Every time a teacher promotes autonomy in the classroom, she enhances the creative thinking of those in whose hands our future rests. Every time she quelches autonomy, she enhances narrow-minded and rigid thinking.
Eileen,
ReplyDeleteI'm pleased to see you tease out the difference b/t self-directed learning and self-determination. It is an important. Dece? or Deci?
re: your moral implications. Why? Why is it important for a teacher to promote autonomy among students? How does that action benefit students beyond the classroom?
"future citizens" is obtuse, can you delve a bit more, esp. in your final artifact.
Keep Pressing!
GNA
Teachers have a moral responsibility to promote student autonomy because teachers are in a relative position of power over students. Because they are in a position of power, they have a moral responsibility to ensure that there actions "first do no harm" to students. If they, instead, promote student autonomy in this relationship of unequal power, then teachers can promote social justice.
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