An education in awareness: Self, motivation, and self-regulated learning in contemplative perspective

Robert W. Roeser, Stephen C. Peck

Research output: Contribution to journalArticle

86 Citations (Scopus)

Abstract

Consistent with the aims of this special issue, we present a systems perspective on self/identity, predicated on William James's classic distinction between I and Me, and use this perspective to explore conceptual relations between self/identity, motivation to learn, and self-regulated learning. We define the I self functionally in terms of the capacity for the conscious shifting and sustaining of awareness. The I is conceived of as that aspect of the self-system that affords the potential for the conscious and willful, rather than the non-conscious and automatic, motivation and regulation of behavior. We introduce contemplative education as a set of pedagogical practices designed to cultivate conscious awareness in an ethical-relational context in which the values of personal growth, learning, moral living, and caring for others are nurtured. We discuss the implications of contemplative education for the cultivation of conscious and willful forms of learning and living among students and educators alike.

Original languageEnglish (US)
Pages (from-to)119-136
Number of pages18
JournalEducational Psychologist
Volume44
Issue number2
DOIs
StatePublished - Dec 28 2009

Fingerprint

Motivation
Learning
Education
Ego
Students
Growth

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology

Cite this

@article{0258c22ff13c40889a01aeaa43852a44,
title = "An education in awareness: Self, motivation, and self-regulated learning in contemplative perspective",
abstract = "Consistent with the aims of this special issue, we present a systems perspective on self/identity, predicated on William James's classic distinction between I and Me, and use this perspective to explore conceptual relations between self/identity, motivation to learn, and self-regulated learning. We define the I self functionally in terms of the capacity for the conscious shifting and sustaining of awareness. The I is conceived of as that aspect of the self-system that affords the potential for the conscious and willful, rather than the non-conscious and automatic, motivation and regulation of behavior. We introduce contemplative education as a set of pedagogical practices designed to cultivate conscious awareness in an ethical-relational context in which the values of personal growth, learning, moral living, and caring for others are nurtured. We discuss the implications of contemplative education for the cultivation of conscious and willful forms of learning and living among students and educators alike.",
author = "Roeser, {Robert W.} and Peck, {Stephen C.}",
year = "2009",
month = "12",
day = "28",
doi = "10.1080/00461520902832376",
language = "English (US)",
volume = "44",
pages = "119--136",
journal = "Educational Psychologist",
issn = "0046-1520",
publisher = "Routledge",
number = "2",

}

An education in awareness : Self, motivation, and self-regulated learning in contemplative perspective. / Roeser, Robert W.; Peck, Stephen C.

In: Educational Psychologist, Vol. 44, No. 2, 28.12.2009, p. 119-136.

Research output: Contribution to journalArticle

TY - JOUR

T1 - An education in awareness

T2 - Self, motivation, and self-regulated learning in contemplative perspective

AU - Roeser, Robert W.

AU - Peck, Stephen C.

PY - 2009/12/28

Y1 - 2009/12/28

N2 - Consistent with the aims of this special issue, we present a systems perspective on self/identity, predicated on William James's classic distinction between I and Me, and use this perspective to explore conceptual relations between self/identity, motivation to learn, and self-regulated learning. We define the I self functionally in terms of the capacity for the conscious shifting and sustaining of awareness. The I is conceived of as that aspect of the self-system that affords the potential for the conscious and willful, rather than the non-conscious and automatic, motivation and regulation of behavior. We introduce contemplative education as a set of pedagogical practices designed to cultivate conscious awareness in an ethical-relational context in which the values of personal growth, learning, moral living, and caring for others are nurtured. We discuss the implications of contemplative education for the cultivation of conscious and willful forms of learning and living among students and educators alike.

AB - Consistent with the aims of this special issue, we present a systems perspective on self/identity, predicated on William James's classic distinction between I and Me, and use this perspective to explore conceptual relations between self/identity, motivation to learn, and self-regulated learning. We define the I self functionally in terms of the capacity for the conscious shifting and sustaining of awareness. The I is conceived of as that aspect of the self-system that affords the potential for the conscious and willful, rather than the non-conscious and automatic, motivation and regulation of behavior. We introduce contemplative education as a set of pedagogical practices designed to cultivate conscious awareness in an ethical-relational context in which the values of personal growth, learning, moral living, and caring for others are nurtured. We discuss the implications of contemplative education for the cultivation of conscious and willful forms of learning and living among students and educators alike.

UR - http://www.scopus.com/inward/record.url?scp=72449180400&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=72449180400&partnerID=8YFLogxK

U2 - 10.1080/00461520902832376

DO - 10.1080/00461520902832376

M3 - Article

C2 - 20419040

AN - SCOPUS:72449180400

VL - 44

SP - 119

EP - 136

JO - Educational Psychologist

JF - Educational Psychologist

SN - 0046-1520

IS - 2

ER -