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1、TowardtheEthicalMotivationofLearningSwanson,RichardL；Source:EducationYear:1995Vol.Fall1995NosEthicsandMotivationFromanethicalstandpoint,positiverewardsaretoomanipulativeandpunishmentistoocoercive.Infact,neitherpunishment,norpositiverewardshaveanyrealethicaljustificationintheclassroom.at
2、isnottosaytheyshouldneverbeused.Theycanbeaverypracticaltoolforshorttermchange.However,theyarecounterproductivetolongtermintrinsicmotivationandtheyboth,ultimately,arebasedoncoercion,eitherdirectorindirect.Studentsunderstand,atabasiclevel,thenatureofthecoercionandincase,rewardorpunishment
3、,dotheyinternalizethebehaviorastheirown.Thecoercioncausesthestudenttoattributehisorherbehaviortooutsidefactors.Theyseethemselvesasdoingthingsfortherewardortoavoidthepunishment.Thebehaviorcan'tbeseenasdrivenfromwithin.Thestudentcannotattributethebehaviortohisorherownchoicebutrathertofact
4、orsoutsidethemselves.Bothpunishmentandpositiverewardsareexternalpressurestoconform.Assuch,theyarenotmodelsformotivationthatareconsistentwithdevelopingintrinsicmotivation.Ethically,theprofessionaleducator'staskistopromoteinquiryandtheloveoflearning.Thatistheheartofthejob.Hence,expedientt
5、oolsthatruncountertothisgoalethicallyaren'tthepreferredtools.TheAlternativeWhatisneededinsteadisanethicalclassroom,aplacewheretheresponsibilitiesareplacedonthestudent,wheretheoptionsareclear,andtheconsequencesarebasedonthebehaviororlackthereofofthestudent,aplacewhereteachersmodellearnin
6、gandmakedemands.Whenallthingsareconsidered,theteacheristryingtoencouragestudentstomakeconscious,reasoneddecisionsbasedonanunderstandingofthesituationanditsconsequences.Realitytherapy,reallifeconsequencesareconsistentwithanethicalclassroom,nottheartificialclassroommotivationalstructureba
7、sedapositive,feelgoodrewards,noronesbasedonpunishment.Themotivationalelementsoftheethicalclassroommustnotcreatemassivenegativeemotionatmaskslearning,normusttheyjustencourageeffortforthesakeofshorttermreward.Insteadwhatitmustdoisfosterintrinsicmotivation,personaldecisionmakingan
