Motivation as a basis for legitimacy: anthropological and psychological, legal and educational approaches (philosophical assessment)
DOI:
https://doi.org/10.31874/2309-1606-2021-27-2-11Keywords:
motivation, legitimation, education, philosophical anthropology, psychology, philosophy of law, values, normsAbstract
Motivation is a key factor in getting involved in education, as well as in other things. After all, the existence of objective prerequisites for education is only a necessary basis for its success, but the use of these conditions properly depends to a large extent on the adequate motivation of participants in the educational process. Therefore, proper motivation is a sufficient basis for making efforts to achieve a better result. However, efforts also need to be directed correctly: there is not enough to be passionate about, something must be done in a way that is acceptable to others and understandable to them. Therefore, motivation is inevitably more or less related to legitimacy, i.e. the provision of normative activities. For each case there is the best motivation for it and proper legitimacy. Motivation refers to the identification of basic values of a certain type of activity, legitimation requires a clear understanding and recognition of certain norms that are generally accepted in this activity. At different stages of adulthood, the motivation and legitimation of its activities alternately play a priority role, although both of them are more or less present at all stages of personality development. Therefore, both the excessive opposition of motivation and legitimacy and attempts to consider one as part of the other are wrong – these are relatively self-sufficient mechanisms to ensure the success of individual behavior. Motivation and legitimacy are closely linked to the individual's acceptance of certain obligations and responsibilities, which are the basis for the individual's acquisition of certain rights. Unsuccessful motivation and inappropriate legitimation of an individual's behavior is a sign of his unsuccessful socialization, which risks losing the connection of the individual with the main social institutions of society – especially with the state. In the case of their successful implementation, motivation and legitimacy are an important means of effective inclusion of the individual in the functioning of social systems, as well as – in the improvement and development of such functioning.
References
Agamben, G. (2011). Homo Sacer. Sovereign Power and Bare Life. Trans. from Italian. [In Russian]. Moscow: Publishing House “Europe”.
Adorno, T. W. (2020). Taboo on the vocation of a teacher. Trans. from German by M. Boichenko and V. Bryzhnik. [In Ukrainian]. Philosophy of Education 26(2), 168–187. https://doi.org/10.31874/2309-1606-2020-26-2-12.
Alkaabi, S. A. R., Alkaabi, W., & Vyver, G. (2017). Researching Student Motivation. Contemporary Issues in Education Research (CIER) 10(3), 193–202. https://doi.org/10.19030/cier.v10i3.9985
Babakr, Z. H., Mohamedamin, P., & Kakamad, K. (2019). Piaget’s Cognitive Developmental Theory: Critical Review. Education Quarterly Reviews 2(3), 517-524. https://doi.org/10.31014/aior.1993.02.03.84
Bauman, Z. (2002). Individualized society. Trans. from English. [In Russian]. Moscow: Logos.
Bauman, Z. (2013). Liquid Times. Life in an Age of Uncertainty / trans. from English. [In Ukrainian]. Kyiv: Krytyka.
Beck, U. (2000). Risk Society: Towards a New Modernity. Trans. from German by V. Sedelnik and N. Fedorova. [In Russian]. Moscow: Progress-Tradition.
Berlin, I. (1994). Two concepts of freedom. Trans. from English. [In Ukrainian]. I. Berlin. Four essays on freedom. Kyiv: Osnovy, 177-231.
Boichenko, M. & Rudenko Y. (2020). Sources of state sovereignty and the idea of national identity. [In Ukrainian]. Political Science Bulletin (85), 158-173. https://doi.org/10.17721/2415-881х.2020.85.158-173.
Boychenko M., Yakovleva O., & Kushnir O. (2019). Normative and performative aspects of social predictions in the context of philosophy of education. Perspectives of Science and Education 38(2), 25-37. https://doi.org/10.32744/pse.2019.2.2.
Dedyaeva, I. (2003). The concept of "individualization" in the philosophy of Michel Foucault. [In Ukrainian]. Philosophical Horizons (10), 1-6.
Dichek, N. (2018). The individualization of education in secondary school of Ukraine and pedagogical psychology (the second half of the 20 century). Education: Modern Discourses, 1, 32-41. https://doi.org/10.32405/2617-3107-2018-1-4
Duncan C., Kim, M., Baek, S., Wu, K. Y. Y., & Sankey, D. (2021). The limits of motivation theory in education and the dynamics of value-embedded learning (VEL), Educational Philosophy and Theory, 1-25, (forthcoming). https://doi.org/10.1080/00131857.2021.1897575
Durlak, J. A., Domitrovich, C. E., Weissberg, R. P., & Gullotta, T. P. (Eds.). (2017). Handbook of social and emotional learning: Research and practice. New York-London: The Guilford Press.
Edgar, S., Carr, S.E., Connaughton, J. et al. (2019). Student motivation to learn: is self-belief the key to transition and first year performance in an undergraduate health professions program?. BMC Med Educ 19, 111. https://doi.org/10.1186/s12909-019-1539-5
Elias, N. (2001). Society of Individuals. Trans. from German. [In Russian]. Moscow: Praxis.
Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in Learning. Asian Journal of Education and Social Studies 10(4): 16-37. https://doi.org/10.9734/ajess/2020/v10i430273.
Fröhlich, J. (2018). Law as Reason for Action. Sellers M., Kirste S. (eds) Encyclopedia of the Philosophy of Law and Social Philosophy. Dordrecht: Springer. https://doi.org/10.1007/978-94-007-6730-0_215-1
Fukuyama, F. (2006). State-Building: Governance and World Order in the 21st Century. Trans. from English. [In Russian]. Moscow: AST, KHRANITEL.
Gorbunova, L. (2017) Self in the space of liminality: to substantiate transformative strategies of higher education. [In Ukrainian]. Philosophy of Education 2(21), 71-97.
Hegel, G. W. F. (2004) The Phenomenology of Spirit. Trans. from German by P. Tarashchuk. [In Ukrainian]. Kyiv: Publishing house of Solomiya Pavlychko "Osnovy".
Horkheimer, M., & Adorno T. (1997). Dialectics of Enlightenment: Philosophical Fragments / trans. from German. [In Russian]. Moscow-St. Petersburg: Medium. Yuventa.
Jaspers, K. (2012) Philosophy. The second book. Enlightenment of existence. Ttrans. from German by A. K. Sudakov. [In Russian]. Moscow: Kanon+.
Kafka, F. (2019). Castle / trans. from German by O. Logvinenko. [In Ukrainian]. Kharkiv: Folio.
Kafka, F. (2017). Process / trans. from German by P. Tarashchuk, N. Sniadanko. [In Ukrainian]. Kharkiv: Folio.
Kohlberg, L. (1981). The Philosophy of Moral Development: Moral Stages and the Idea of Justice. San Francisco: Harper and Row.
Mathes, E. W. (2021). An evolutionary perspective on Kohlberg’s theory of moral development. Curr Psychol 40, 3908–3921. https://doi.org/10.1007/s12144-019-00348-0.
Nozick, R. (2008). Anarchy, State, and Utopia / trans. from English B. Ginsker. [In Russian]. Moscow: IRISEN.
Obukhova, L. F. & Burmenskaya, G. V. (ed.). (2001). Jean Piaget: theory, experiments, discussion. [In Russian]. Moscow: Gardariki.
Onkovych, G., Andrushchenko, V., Boychenko M. et al. (2007). Humanitarian Pedagogical Paradigm of Higher Education: Monograph. [In Ukrainian]. Kyiv: Pedagogichna Dumka.
Onkovich, G. V., Boychenko, M. I., Demyanenko, N. M., et al. (2012). Theoretical and Methodological Principles of Integration of The Content of Humanitarian Education in Higher Educational Institutions of Non-Humanitarian Profile: Monograph. [In Ukrainian]. Kyiv: Pedagogichna Dumka.
Rogozha, M. (2009). Social Morality: the Collisions of Minimalism. Monograph. [In Ukrainian]. Kyiv: Parapan.
Rosanvalon, P. (2009). Democratic legitimacy. Impartiality, reflexivity, closeness / trans. from French. [In Ukrainian]. Kyiv: KMA.
Rosati, C. S. (2016). Moral Motivation. Stanford Encyclopedia of Philosophy. https://plato.stanford.edu/entries/moral-motivation/
Rui Sampaio da Silva, R. (2018). Moral motivation and judgment in virtue ethics. Philonsorbonne, (12), 107-123. https://doi.org/10.4000/philonsorbonne.993.
Scheler, M. (1994). Ordo amoris / trans. from German. [In Russian]. Scheler M. Selected works. Moscow: Gnosis, 339-396.
Schunk, D. H., Meece, J. R., & Pintrich, P. R. (2020). Motivation in Education: Theory, Research, and Applications, 4th edition. Boston: Pearson.
Schwartzman, M. (2019). Must Laws Be Motivated by Public Reason?. Langvatn, S., et al. (Eds.). Public Reason and Courts. Cambridge University Press, 2020, Virginia Public Law and Legal Theory Research Paper No. 2019-41, https://ssrn.com/abstract=3432637.
Shemshack, A., & Spector, J. M. (2020). A systematic literature review of personalized learning terms. Smart Learning Environments 7(1), 33. https://doi.org/10.1186/s40561-020-00140-9.
Simmel, G. (2014). Individual law (On the interpretation of the principle of ethics). Trans. from German. [In Russian]. Selected works. Kyiv: Nika-Center, 11-60.
Steinmayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019). The importance of students’ motivation for their academic achievement—Replicating and extending previous findings. Frontiers in Psychology 10, 1730. https://doi.org/10.3389/fpsyg.2019.01730.
Tenenbaum, S. (2021). Duality of motivation and the guise of the good in Kant’s practical philosophy. Philosophical Explorations 24(1), 75-92. https://doi.org/10.1080/13869795.2020.1868116.
Vygotsky, L. S., & Luria, A. R. (1993). Studies on the History of Behavior: Ape, Primitive, and Child. [In Russian]. Moscow: Pedagogika-Press.
Zippelius, R. (2000). Philosophy of Law. Trans. from German. [In Ukrainian]. Kyiv: Tandem.
Downloads
-
PDF (Українська)
Downloads: 285
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication;
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
