A theory of motivation and ontological enhancement: the role of disability policy in student empowerment and institutional change

Lundie, David (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. ISSN 0013-1857

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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: Article
Additional Information and Comments: This is an Author's Original Manuscript of an article submitted for consideration in Educational Philosophy and Theory [copyright Taylor & Francis]; Educational Philosophy and Theory is available online at http://www.tandfonline.com/doi/abs/10.1111/j.1469-5812.2007.00371.x
Keywords: higher education, philosophy, ontology, disability, university, Aristotle
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
Faculty / Department: Faculty of Education > Education Studies
Depositing User: Users 4 not found.
Date Deposited: 05 Aug 2013 13:19
Last Modified: 21 Feb 2016 03:26
URI: http://hira.hope.ac.uk/id/eprint/83

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