A philosophical investigation into the role and function of motivation in black secondary school pupils

This research was undertaken to investigate the role of motivation in influencing secondary school pupils to learn effectively. The researcher determined that without teacher motivation, pupils cannot learn to their full capacity. A number of motivational theories, principles and strategies, were found which if used properly can improve classroom learning. The ultimate decision concerning how and when to use them is in the hands of the teachers. Pupils should be inspired to perform and reach beyond their perceived limits which demands different learning incentives. As becoming adults, pupils must be encouraged to achieve positive learning and discouraged from negative behaviour that could harm their development. Learning motives remain the strongest driving force to improve pupils' performance as they change their learning behaviour towards achieving set goals. To re-establish the true meaning of education, both teachers and pupils should act responsibly as both bear blame for education having lost its meaning.Educational StudiesM. Ed. (Philosophy of Education

Corporal Punishment and Child Development

Growing academic, political, and media pressure has persuaded twenty countries to ban physical discipline—that is, to take children from their families because of spanking...However, if youth violence and dysfunction is increasing at the same time that corporal punishment is decreasing, we should be open enough to consider whether the two trends are related. Maybe there is no connection. But maybe lawmakers and child welfare workers should pay more attention to the research suggesting that physical discipline can be helpful in certain contexts...To function in society, people must learn to control themselves enough to not break the law or harm other people. While not every child learns this the same way, a number of them seem to learn it through at least some corporal discipline—a tangible tool that can complement their primitive learning stages

Speaking the Unspeakable: How Children of Militants During Argentina\u27s Dirty War Have Used Literature and Film to Process Trauma

It is estimated that between 15,000 and 30,000 people were disappeared (kidnapped and never seen again), during the military dictatorship that gripped Argentina in the late 1970s. Many of these “desaparecidos,” as they are often called, and other militants who were killed while attempting to fight this regime, were survived by their children or “Hijos”. In this thesis, I examine five works (three novels and two films) produced by Hijos in order to demonstrate how they have used their art to express the complex and often conflicting feelings they experienced as a result of their parents’ abductions and/or deaths. I also utilize several psychological concepts to contextualize these experiences and elucidate how the creation of these works may have served as a way of processing their trauma

Multilingual classrooms: opportunities and challenges for English medium instruction in low and middle income contexts

This report is the product of a research collaboration between Education Development Trust, the British Council and The Open University. Its starting point was to consider the complex field of English Medium Instruction (EMI) policies in low and middle income countries (LMICs). Its purpose is to provide insight and support to those responsible for setting policy or enacting it in complex language environments around the world. The work recognises the importance given to English language by governments in the future development of intellectual and economic capital, and to accessing opportunity in an increasingly global world. It also recognises and respects the strong argument calling for education and learning to be conducted in a language spoken by learners and teachers. Navigating these two influences can appear impossible at times as they can be unhelpfully positioned as opposites. This research study set out to do two things: • Look at the global literature and draw on the lessons from existing research. • Focus on illustrating the operational enactment and levels of understanding of EMI polices in schools in two primary school contexts – Ghana and Bihar, India. These very different contexts provide valuable lessons that will help policy makers, educators, teacher trainers and schools to navigate the complexities of multilingual EMI environments