People are complex creatures whose nature, personality, physical traits, and motivations vary greatly. Who we become is determined by a unique genetic code as well as external, contextual influences. Our internal design is “intrinsic” and the external variables that shape our development are “extrinsic.”
Think of yourself as a seed that is inherently designed to grow into a certain kind of plant. Where you are planted and how you are nurtured are external variables that shape your development. Not all plants are the same nor are the places and conditions in which they grow. A seed cannot change what it is meant to be, but its nurture and environment play a key part in its development and fruitfulness.
We have Choices
There is a debate about whether genetics or context has the greatest influence on the outcome of a person. I recently read that our genes determine 50% of our personality traits and 20% are determined by external factors. We control the other 30% making growth and change possible.
History provides us with many examples of individuals who overcame enormous obstacles to become great people. But many people are content to be mediocre versions of themselves. Others lead dissipated lives. Few exert themselves in an effort to be all that they can be. There are reasons why this happens.
Nurturing our students’ intrinsic drive can make the difference between becoming a poor, a mediocre or great versions of themselves. We believe that being the best we can be should be our goal in Christian vocational development. It’s what our Creator wants.
Aligning Intrinsic and Extrinsic reward
We can become happy, productive people when our internal design is allowed to develop and flourish. When we love what we do, our vocation is in tune with its intrinsic calling. Going to work mostly because it pays the bills, is an example of doing something for its extrinsic reward. So is going to school just to get a degree.
Both intrinsic and extrinsic motivations drive us. But our intrinsic motivation must take the lead if we are to develop into the person we are designed to become.
Why this is Important
Parents and educators don’t always understand intrinsic motivation as a reflection of a person’s design.
They can put pressure on an individual to pursue a vocation that isn’t in tune with who she is meant to be. Jamming square pegs into round holes generates frustrated people.
Design is potential for growth, not inviolable programming. Humans still have a great deal of choice in who they become. There are always options even when we feel they are limited.
When we discover our vocational calling, and educational programs work with us in developing our potential, we can become healthy, well-motivated, and competent persons. When they do not, programs can generate apathy and self-defeat.
This is a serious issue. The productivity and happiness of our children, young adults, volunteers, and employees is at stake.
Spending Time on Other’s Agendas
If one has raised children or has worked with them, it is easy to notice their individual inclinations. It is also easy to note those areas where a child lacks a natural disposition for personal engagement.
Reflecting on our own schooling, there were subjects that we struggled with but needed to pass if we were to move on to the next grade. If we went to college, this pattern continued. Learning that is tangential to our intrinsic interests can rob us of time and energy. It often comes at the expense of learning that we enjoy and feel motivated to do.
A natural sense of discovery and joy in learning is fostered when the intrinsic drive is allowed to express itself. This drive should be kindled and nurtured throughout life.
Kindling Intrinsic Motivation
Adults are much more capable of independent problem solving than children. They are motivated to seek knowledge and understanding to resolve issues and address their challenges. Their sense of control is heightened when allowed to select courses that address their own interests and felt needs. This sense of control is a primary variable in their motivation.
Many adult educational programs don’t consider student’s interests. Students are asked to take a series of courses that subject matter experts think are important. This knowledge is seldom immediately useful in developing desired skills or in dealing with current challenges. Unfortunately, a lot of what students are required to study is filler towards earning a degree, and largely irrelevant to their vocational development.
Nurturing Intrinsic Motivation
Academic programs reward students for academic performance. Working for grades and diplomas are extrinsic motivators that may actually kill their intrinsic motivation to study. That is why many young people never crack a book once they have earned their degree.
In pursuit of their calling, individuals should be allowed to determine the courses that would be most useful to them. Educational programs can do this by offering them that option.
In the Self Directed Student (SDS) system, we nurture the student’s intrinsic drive by allowing them to choose much of what they study. In so doing, we achieve our highest goal: developing learners who identify what they need to learn, manage their learning and continue to grow throughout their lives.
Jonathan Lewis (Ph.D. Human Resource Development)