Intrinsic Motivation and Self-Directed Learning
In this document, the author has explicitly elucidated on the primary features of a self-directed learner. Among other, these features include intrinsic motivation, internalized evaluation, and autonomy. This depicts that intrinsic motivation which is often accompanied by voluntarism rather than imposition and 'learning to learn' instead of memorization have a significant impact on the development of self-directing learning and schooling.
The Use of External Forces in Self-Directed Learning
On the contrary, as you read down the document, the majority of the radical critics are strong proponents of the use of external forces to enhance the self-directing learning and schooling. They are vehemently against any idea of the external forces inhibiting self-destruction since they believe that exposing the students in the school years will automatically cultivate in them a desire for more personal effort and subsequent progress.
The Role of External Reinforcement in Self-Directed Learning
However, when one considers the reinforcement theory, it is crystal clear that whenever external reinforcement is used to maintain an individual’s learning behavior, the source of motivation will be deemed to be extrinsic. Therefore, such a source of motivation will ultimately hinder the self-directed learning attributes which eventually inhibits the ultimate aim of self-directed learning and schooling. Additionally, the curiosity motivation theory gives a distinct picture of how intrinsic motivation behavior is evoked by surprises, doubts, contradictory events and other curiosities. Thus, the curiosity motivation aspect highlights a number of pertinent tactics that substantially contribute to fostering a self-directed learning approach. The humanistic theory inclines more to this approach since it revolves around deriving human motives from central actualization tendencies, autonomy and freedom from the control of external forces.
Intrinsic Human Motivation and Self-Directed Learning
Therefore, there exists substantial evidence in the document to prove that the intrinsic human motivation will create a more significant positive impact on the development of self-directing learning and schooling compared to external forces.
