If adolescents are encouraged to take some risks within their learning environment, then they will be able to have a more liberated and connected education because they will have the freedom to develop their own ideas and thoughts in certain subjects creatively. Some allotted lenience is necessary in order to maintain intrinsic motivation within students and it is vital that their creativity is encouraged and not stepped on. An unruly student may be just over expressive but tapping into that characteristic can be beneficial. Rather than inhibit talents and eccentricities, we should welcome them to an extent within a social setting.
Deci and Ryan talk about autonomy and competency within self determination (Self-Determination Theory - SDT) and how intrinsic motivation plays an extremely important role in education. This is true for creativity and self-knowledge as well. Creativity is a key product of autonomy and in order to be creative, one must be comfortable taking certain risks. An inhibiting relationship from the teacher to the student can decrease intrinsic motivation and cause extrinsic motivation to be less effective. Students must sometimes be allotted the freedom to explore their motivations and intelligences.
Howard Gardner's Theory of Multiple Intelligences describes the different intelligences that people tend to possess or gravitate toward. These intelligences should be explored by each individual by taking certain small risks that may aid in the learning process. For example, the prodigy Akiane Kramarik clearly has a genetic disposition of artistic brilliance but the encouragement to further this talent only enhanced her visual has intelligence. Students should have a grasp on all subjects if possible but each student is an individual who something different to offer and it is morally wrong to suppress any students creative outlet. Motivation diminishes or becomes lost when students are constricted so much therefore I believe some amount of leniency must be present within education.
Deci and Ryan talk about autonomy and competency within self determination (Self-Determination Theory - SDT) and how intrinsic motivation plays an extremely important role in education. This is true for creativity and self-knowledge as well. Creativity is a key product of autonomy and in order to be creative, one must be comfortable taking certain risks. An inhibiting relationship from the teacher to the student can decrease intrinsic motivation and cause extrinsic motivation to be less effective. Students must sometimes be allotted the freedom to explore their motivations and intelligences.
Howard Gardner's Theory of Multiple Intelligences describes the different intelligences that people tend to possess or gravitate toward. These intelligences should be explored by each individual by taking certain small risks that may aid in the learning process. For example, the prodigy Akiane Kramarik clearly has a genetic disposition of artistic brilliance but the encouragement to further this talent only enhanced her visual has intelligence. Students should have a grasp on all subjects if possible but each student is an individual who something different to offer and it is morally wrong to suppress any students creative outlet. Motivation diminishes or becomes lost when students are constricted so much therefore I believe some amount of leniency must be present within education.
Looking good here Anisha. What is third component in Deci & Ryan's SDT? And how might that third component further support your speculation re: freedom to explore and be creative?
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GNA
Relatedness supports the intrinsic motivation in learning.
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