Motivar para educar

The XXI century has plenty of educative possibilities, while it also sets out some key challenges and problems to be faced by the educative agents (students, families, teachers, schools). This implies some deep changes related to the role of these agents in order to enable education to truly answer to the nature of the individual, as the personalised education suggests.
The first natural condition for one to be educated is for that person to want to be educated, this means, to be motivated. Consequently, it is essential to know the nuclear motives that inspire the person, according to the specific and deeper necessities, from which the rest of motives and necessities derivate.
Motivation is usually related to the thought of ‘worthiness’. This also makes it indispensable to express the explicit motives and values – derived from the previous ones – that determine the human behaviour, and to evaluate how much teachers and families use them to awaken the desire of being educated in children.
The book presents some specific strategies, course of action and concrete activities for both families and teachers that are aimed to be useful in their task.

CONTENTS EXTRACT

1. Motivation and the context of personalised education.
2. The big reasons of the individual. Desire for security. Living of dignity. Solidarity. Goals and motivations for the educative action. Motivation and metacognition.
3. Motivation and values. Are there any objective values? Origin and development of motivation.
4. How can teachers motivate their students and teach them self-motivation.
Expectation theory: V. Vroom.
Achievement need: McClelland, Atkinson.
Handling and curiosity: Harlow, Butler.
The power of cause-effect relationship: Heider, Weiner.
Cognitive discordance: Festinger.
The teacher as a motivating agent. The motivating potential of assessment.
5. Family-school relationship, an exceptional motivation. Some research and experiences in Europe and America.
Motivational counselling for families.

The authors, José Bernardo Carrasco and Juan José Javaloyes Soto possess a remarkable experience in teaching and a high scientific-pedagogical level of knowledge. Both authors hold an EdD and have taught and led in Primary and Secondary schools and at University. They are the authors of several publications. They have also given many courses, master degrees, seminars, and conferences to leaders, teachers, and students’ families, both in Spain and abroad. Nowadays they collaborate with many u
niversities, and with “Identitas”, a Personalised Education Counselling enterprise for families and teachers, of which Javaloyes is associate founder.