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|← Gradual and Consistent Application||Socio-Cultural Values in Education →|
Motivation refers to what stimulates people into action. For every action taken, there should have been a motive that led one into the action (Stewart 76). Motivation therefore explains people’s actions and how they are connected and directed. Understanding of the concepts of motivation and motives is the source of convenient explanation for performance. For an education system to appeal and be productive, there must be a way of motivating both the learners and educators to direct their actions towards the success of the education system (Elliot 99).
Failure or success in education is just a manifestation of lack or presence of motivation in the education system. Americans have seriously embraced the concept of motivation as a driving force towards success due to their general and vague individual image (Stewart 76). In order to inculcate success culture, Americans are made to believe that they are what they do. Therefore, as a matter of cultivating self-worth, Americans seek for motivational talks that cause them to act successfully.
In education system, the achievement motive has been the driving force. The American education systems have borrowed the cultural beieve in measurable achievements of an individual (Stewart 78). Learners therefore, are not provided with any other means of gauging their self-worth apart from their scores in examinations. This motivation has shaped the reading and learning habit of learners. They are forced to adopt learning habits that only favor excelling in examinations while less attention is given to learning methods that would encourage knowledge retention among learners.
However, credit can be given to this measurable achievement notion for the success of the American education system. The cultural belief in material measures of success acts as both educators and learners’ stimuli to work towards being the best, for the sake of being approved by the society (Strouse 65).
As much as sociologists might perceive some signs of class structures and status obligations in the American society, there are very few benefits that come with one’s social class or status as far as social relations are concerned in the general American society (Stewart 89). Americans can easily and superficially interact with each other irrespective of one’s social positions. This is due to their need for emotional benefits while retaining ppersonal independence and avoiding social obligations (Stewart 89).
The social relationships among Americans have been based on the concept of equality. By virtue of being human, American society considers every individual valuable and deserves respect irrespective of their social status and class (Stewart 90). In the American education system, the notion of equality has played a major role in setting a favorable environment for learning. Both the learners and educators establish an atmosphere of equality, where the educators respect and value learners. Consequently, learners’ fear due to a feeling of being inferior to the educator is taken care of by this concept of equality. This is a vital ingredient for healthy learning to facilitate free interaction and exchange of ideas in an education system (Elliot 214).
From the discussion above, it becomes clear that the impacts of socio-cultural values in education are much more profound and should not be ignored when formulating any education system. However, just as culture varies from society to society, education systems should also be tailored for every society. What works for the American society must not necessarily work for other societies.