The opposite of control: a Deweyan perspective on intrinsic motivation in “After 3” technology programs.
Part of a special issue on afterschool computer programs for children. The writers present a Deweyan perspective on intrinsic motivation in “After 3” technology programs. They build on Dewey's aesthetics and epistemology to suggest that to be deeply involved in learning requires not only control bu...
| Publicado en: | Computers in Human Behavior Vol. 16; no. 3; pp. 313 - 339 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Elsevier Science
May 2000
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | Part of a special issue on afterschool computer programs for children. The writers present a Deweyan perspective on intrinsic motivation in “After 3” technology programs. They build on Dewey's aesthetics and epistemology to suggest that to be deeply involved in learning requires not only control but also the “opposite of control.” They argue that grasping the meaning of aesthetic experience emerges through a qualitative sense in addition to intentional reflection and analysis. They conclude that intrinsic motivation (transformative experience) finds a balance between control and its opposite. |
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