Lundie, D. (2009) A theory of motivation and ontological enhancement: the role of disability policy in student empowerment and institutional change. Educational Philosophy and Theory, 41(5), pp. 539-552. (doi: 10.1111/j.1469-5812.2007.00371.x)
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Abstract
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.
| Item Type: | Articles |
|---|---|
| Status: | Published |
| Refereed: | Yes |
| Glasgow Author(s) Enlighten ID: | Lundie, Dr David |
| Authors: | Lundie, D. |
| College/School: | College of Social Sciences > School of Social & Environmental Sustainability |
| Journal Name: | Educational Philosophy and Theory |
| Publisher: | Taylor & Francis |
| ISSN: | 0013-1857 |
| ISSN (Online): | 1469-5812 |
| Published Online: | 15 August 2007 |
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