Peters Redux: The Motivational Power of Inherently Valuable Learning

Autor/in	Curren, Randall
Titel	Peters Redux: The Motivational Power of Inherently Valuable Learning
Quelle	In: Journal of Philosophy of Education, 54 (2020) 3, S.731-743 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/1467-9752.12442
Schlagwörter	Educational Philosophy; Neoliberalism; Futures (of Society); Educational Attainment; Well Being; Student Motivation; School Role; Employment Potential; Outcomes of Education; Learning Processes + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Neo-liberalism; Neoliberalismus; Future; Society; Zukunft; Bildungsabschluss; Bildungsgut; Well-being; Wellness; Wohlbefinden; Schulische Motivation; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Lernleistung; Schulerfolg; Learning process; Lernprozess
Abstract	The dominant focus of national education systems today is on children's future employment prospects and economic productivity, yet the collapsing market value of educational credentials compels students to devote ever longer and more intense expanses of their lives to formal education in order to reap such instrumental rewards. In these circumstances, it is more important than ever to be clear about why we are educating children and what could possibly sustain their engagement in a process that too often treats their present wellbeing as an expendable frill. Fifty years ago, R.S. Peters defended the inherent and direct formative value of education, and his ideas are no less relevant today. This essay will revisit and substantially vindicate these ideas, focusing on the importance for student wellbeing and motivation of schools being communities devoted to things of value beyond self-serving attainment. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01