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"No no no, don’t you see? The chocolate bars come with the eggs: they are free - my treat! Here you go! Now do what you want with them!! Wait…you want to throw away perfectly good chocolate bars??? Ok ok ok, I know you came JUST for the eggs, but the chocolate bars are exquisite! They were made delicately with organic milk. The almonds were imported from an exotic location. And it was hand wrapped!! The bars are awfully expensive, and it would be a waste to throw them away. But if you want to throw those free chocolate bars away, I will let you because they are yours.
Only a finite quantity of education is possible. Each student has a finite amount of time to devote to his or her studies. Therefore, any increase in unrelated material necessarily implies a decrease in related material.</p>
<p>The egg metaphor only works if several eggs have been removed and replaced with chocolate eggs.
If college only teaches what the person thinks they want and nothing else, people will never learn to quesiton themselves. An architect would continue his study and maybe miss his true calling as an editor. Or a would-be teacher might not have the chance to explore intro to the arts. People may be sure of themselves, but something better might be out there. They are just too unwilling and set in their ways to experiment.
Yes, because a single introductory-level course provides a completely accurate perspective of what it is like to work in a field. Especially a course in the liberal arts, which by definition are designed not to provide preparation for a specific professional career. [/sarcasm]</p>
<p>Also, turn: being forced to study material destroys interest. Sign in - Google Accounts ”>Sign in - Google Accounts ;Kohn, 2K
The use of punishments and threats is sometimes justified on the grounds that, however disagreeable, it succeeds in “motivating” people. But this argument is based on the simplistic and ultimately faulty assumption that motivation consists of a single entity that people possess to a greater or lesser degree: Threaten someone with an aversive consequence unless she does x, and her motivation to do it will rise. Decades of psychological theory and research have challenged this view by demonstrating that there are different kinds of motivation. Moreover, it appears that the kind matters more than the amount. **[size=2]Psychologists typically distinguish between “intrinsic” and “extrinsic” motivation, depending upon whether one sees a task as valuable in its own right or merely a means to an end. It’s obvious to most of us that these two forms of motivation are qualitatively different. It’s also reasonably clear that intrinsic motivation is more desirable and more potent over the long haul.
No amount of extrinsic motivation to do something can compensate for an absence of genuine enthusiasm.
Adults who consistently do excellent work, and students whose learning is most impressive, are usually those who love what they do, not those who see what they do as a way to escape a punishment (such as losing out on a bonus or being forced to repeat a grade).
Furthermore,
extrinsic motivation is not merely different or inferior; it's corrosive. That is, it rends to undermine intrinsic motivation. Under most real-life conditions, these two forms of motivation are likely to be reciprocally related.
Someone acting to avoid a punishment is apt to lose interest in that which he was threatened into doing. Teaching and learning alike come to be seen as less appealing when someone has a gun to your head.**
*But what if no punishments are used? What if someone is just offered a reward for doing a good job?*
That, too, is a form of extrinsic motivation. **In fact, there's even more evidence about the destructive effects of rewards than there is about punishments. Scores of studies have demon-strated that the more people are rewarded for doing something, the more they tend to lose interest in whatever they had to do to get the reward.
Thus, the intrinsic motivation that is so vital to qualityto say nothing of quality of lifeoften evaporates in the face of extrinsic incentives, be they carrots or sticks.
**
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