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                                      %MOTIVATION-1 731014

     For  years  it  has been traditional  for educational
leaders to work on drawing up inventories of things  their
students "should"  learn and then calling that inventory a
"curriculum".   It has sometimes been observed  that  many
students   caught   up   in  such  a   program  experience
difficulties in studying;  and it is said that  they  lack
motivation,   or  have motivational  difficulties.   These
students are then sent to counselors to see if they can be
helped to overcome their motivational difficulties.

     Perhaps it would be well to focus more  attention  on
students' motivation at the time that educational programs
are  planned.   Might  it  be  that students developmental
stages  and  motivations  as well as content  and  skills,
should  play  a central role in  planning  an  educational
program?   If the end results of an educational program is
not  increased motivation to continue growth in the  given
area,  it would appear  that the program is a failure.  To
fail  to grow in some area is to start to die in  it.   No
amount of mastery  of material as certified by any testing
instrument will make up for a failure to grow in the area.

     An  exponential  decay from a high level  of  mastery
will  soon yield zero as a residue.  An exponential growth
from a modest level of  mastery will over a lifetime yield
a growing ability with rich returns.  Usually there are no
returns  associated with the exponential decay  process---
thus the whole procedure is an empty success.

     A  high level of initial mastery is a source of pride
for the instructors who caused it to happen.   The  growth
of mastery over the lifetime of the graduate is most often
unknown to the instructors who started it, and thus is not
a source of  pride  to  them.   The natural consequence is
that instructors tend to focus upon those activities which
in practice become a source of pride to them.

     To  escape  this  unfruitful  tradition  it  will  be
necessary  for instructors to do a systems analysis of the
life-cycle educational process---and plan their curriculum
with  such  an analysis in mind.   In this way it will  be
possible to make the necessary value judgments and select
activities which will be helpful to real students in their
life-long adventures.
                         (c) 1999 by Paul A. Smith in
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