Personal motivation as a guarantee of educational success: the peaks and falls of the teacher’s authority
DOI:
https://doi.org/10.31874/2309-1606-2025-31-1-14Keywords:
personal motivation, academic legitimacy, teacher motivation, teacher authority, student motivation, educational successAbstract
Despite the presence of a large number of theoretical studies devoted to motivation in education, in practice, motivation for learning, as well as motivation for teaching, remain unsatisfactory. The authors of the article draw attention to the main reasons for this state of affairs, which characterizes not only Ukrainian education, but is also a problem abroad: after all, today the legitimacy of the entire sphere of education, and above all the figure of the teacher, is carried out not as an academic legitimacy, but on economic, political, legal, cultural, religious, etc. grounds. The authors emphasize that a true teacher can be someone who is capable of mastering knowledge, which includes the ability to find knowledge, carry out its examination, and promote the search for new knowledge. The article demonstrates the shortcomings of totalitarian pedagogy, but also emphasizes the weaknesses of democratic education. The main theories of motivation in education, which are studied by modern educational theorists, are considered: almost all of them pay attention to the secondary legitimacy of education and artificially try to give it a priority role, while the legitimacy of the role of the teacher as a guide to the world of knowledge remains underestimated in these theories. It is demonstrated that the personal motivation of the student is extremely important, but it cannot be self-sufficient and sufficient for educational success: the student’s motivation must be correlated and coordinated with the motivation of the teacher who directs the student to knowledge. It is especially important not only to maintain, but also to strengthen the motivation of students to study in conditions of increasing demotivation to study, associated with the growing capabilities of AI to solve educational tasks. The student either dishonestly transfers the fulfillment of his own educational tasks to AI, or does not see the point in studying at all, because it looks as if AI is able to increasingly replace a person as a specialist.
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