This-essay is a7902272.htm which is available at the web-site www.essayz.com. See more notes at the bottom. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One ========================================================== %EDUCATORS' MOTIVATIONS 790227 Educators' motivations develop during their own education. Educators adopt role models who influence them to copy and/or rebel. The values which are affirmed by educators become central in the lives of the student- become-educator. The values which characterize graduate education thus become central in the lives of graduate students who move on to the lecture hall. College administrators will do well to consider the values which characterize the graduate programs of the new PhD recipients whom they consider for appointment to openings in their teaching staffs. Were the candidates motivated to be concerned for abstract ideas, or for flesh and blood students? What were the central concerns of the graduate school professors---concerns which the future teachers no doubt internalized to a greater extent than even they understand? Educators are motivated by the reward system which is operative in their institution. Which educators receive the most meaningful affirmations from the administrators and their peers? Where digression can be sh own, who is favored? Rewards which are mandatory play their role in motivating educators. At the same time digressionary rewards also play a very important role in motivating educators. Students' behavior plays a central role in educators' motivation. Most students are not mature enough to recognize the dynamics of students motivating their teachers. Neither are most teachers fully aware of those dynamics. Students and teachers are bound up in relationships of mutual dependence and mutual motivation. A healthy intellectual environment depends upon those relationships being characterized by love, rather than by technology. This is not likely to be the case in a culture which is characteristically technological in its values and coping patterns. To promote healthy motivation of students and teachers it is essential to promote healthy dialogue; to identify the factors which inhibit dialogue and work to transcend those inhibiting factors. Technocratic motivating schemes are likely to be among those inhibiting factors. This makes any systematic effort to eliminate inhibiting factors very unlikely to succeed. (c) 2005 by Paul A. Smith in www.essayz.com Search for Integrity and Honesty (On Being Yourself, Whole and Healthy) ==========================================================
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