A Theory of Motivation and Ontological Enhancement: The Role of Disability Policy in Student Empowerment and Institutional Change

Autor/in	Lundie, David
Titel	A Theory of Motivation and Ontological Enhancement: The Role of Disability Policy in Student Empowerment and Institutional Change
Quelle	In: Educational Philosophy and Theory, 41 (2009) 5, S.539-552 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1111/j.1469-5812.2007.00371.x
Schlagwörter	Student Empowerment; Higher Education; Organizational Change; Ethics; Student Motivation; Educational Policy; Educational Change; Disabilities; Learner Engagement; College Environment; Educational Philosophy; Educational Theories; Role of Education; Academic Accommodations (Disabilities); Access to Education + Suchen Sie Ihr Suchwort? Studienberechtigung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Organisationswandel; Ethik; Schulische Motivation; Politics of education; Bildungspolitik; Bildungsreform; Handicap; Behinderung; Hochschulumwelt; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Bildungsauftrag; Education; Access; Bildung; Zugang; Bildungszugang
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10