21. Chapter 21: Motivation

Chapter 21

Motivation By the “motive” of an act we mean what? You are now doing something. Why? You have in the past undertaken some accomplishment. Why did you do so? Perhaps you are now in the midst of some undertaking, as a student in a school. Why?

We mean two things by “motive,” either the antecedent reason or the consequent purpose of an act. So the motive is what moves us. We are moved both by an impulse behind the act and by the thought of a result to be accomplished. Thus, a man responds to the dinner call. The antecedent reason may be the sensation of hunger, or the fear that unless he goes he may be late and miss his meal altogether. The consequent purpose is that he may eat and be satisfied and nourished for his work. This is “consequent” because it follows the act, though the purpose itself that this result be accomplished is antecedent to the act. May there be action without purpose or end? Certainly, all instinctive and involuntary action is of this type. A man sits on a tack and rises as a matter of reflex. There was an antecedent reason, but no consequent purpose, nor time to formulate one, though of course there is a desirable result. May the two meanings of “motive” be reduced to one? Perhaps so, in this way: Anything which moves us to act or tends so to do is a motive. But even so, we have to distinguish between sensations and feelings as impelling us to action and intellectually presented ends voluntarily chosen to be accomplished. In sum, then, a motive is any ground for our action, either a felt antecedent of the act or an anticipated and chosen consequent of the act.

You will not mind first mastering this little bit of antecedent psychology in view of the consequent use we will make of it.

Now, how are teachers concerned with all this? What would you say? Simply this: We get no action from pupils without first awakening motives. And some motives are more effective and some more desirable than others. To avoid physical pain is a very effective motive —is it the most desirable motive?

What are some effective motives?

What are some desirable motives?

What is the problem of the teacher in motivation? It might be stated in this way: To make the desirable motives effective.

Among effective motives are the avoidance of pain, the securing of pleasure. Among desirable motives are doing right for right’s sake, securing the common welfare, and the like. In certain instances, the effective motive may be desirable, as securing relief from toothache. In the case of properly trained people, the desirable motives are also effective, as when for the common good one subordinates his own interest. The various motives which move men to action number so many that, if possible, it would be well to group them. Could you suggest any way of classifying the motives?

We might say that some acts are exclusively for self, some mainly for self and partly for otters, some partly for self and mainly for others, and some exclusively for others. Would you allow that these four classes exist?

If so, we have the following four groups of motives: (1) egoistic, (2) egoistic-altruistic, (3) egoistic-altruistic, and (4) altruistic. As a matter of fact, some deny the existence of the first and fourth groups. For the average person, which groups of motives are most effective? For the properly trained person? Which groups of motives are most desirable?

It may seem that we are a long time in coming to the question, which is, To what motives did Jesus appeal?

Make a list of these motives.

Classify them according to the four groups given above.

What are your results? In each of the following passages, determine first to what motive Jesus is appealing and second, how this motive should be classified. The Wise and Foolish Man, Matthew 7:24-27.

Results of Belief and Unbelief, John 3:16, The Sheep and the Goats at the Judgment, Matthew 25:31-46.

Seeking the Kingdom of God First, Matthew 6:33.

‘‘What then shall we have?” Mark 10:28-31.

True Greatness, Matthew 20:2 l-28.

Cross-Bearing, Matthew 16:24-27. The Call of Nathanael, John 1:47-51. The Conversation with the Samaritan Woman, John 4:4-38.

“Fishers of Men,” Mark 1:16-18.

Idle Words, Matthew 12:36-37. The Unpardonable Sin, Mark 3:28-29.

What are your conclusions? To which group of motives did Jesus mainly appeal?

How high did he set the standard of motive?

How effective were these motives at the time?

How effective have they since proved themselves to be? Is it hard or easy to be a Christian?

Why in the course of nineteen centuries has the world not become Christian? Would you regard the idealism of Jesus as practical? In speaking of the motives in men to which Jesus appealed, we should distinguish between the motives he intended to arouse, and those naturally aroused without its being intended. Thus, some followed him because they ate of the loaves and were filled, for which they received his rebuke. His intention in feeding them was to relieve their distress, not to secure a following. See John 6:25-27. In the same connection, in removing the lower motive he appealed to a higher motive: “Work not for the food which perisheth, but for the food which abideth unto eternal life.”

We may distinguish not only the egoistic from the altruistic motives, but also the natural or intrinsic from the artificial or extrinsic motives or incentives. Can you draw this distinction in advance?

If a pupil works at his algebra because he has to, or because he is promised some reward by his parents if he does well in it, then his motive is artificial or extrinsic.

If, however, he is interested in it and wants to do it, his motive is natural or intrinsic.

Thus an intrinsic motive is one growing out of the work itself or its natural consequences, while an extrinsic motive is one growing out of some external or arbitrary addition to the thing being done. Is studying a lesson in order to avoid a penalty an intrinsic or extrinsic motive? Is studying a subject not because one is interested in it but because it is required for admission to college an intrinsic or extrinsic motive? What kind of motive is it if one studies for the sake of the personal development that comes from study?

Review the motives to which Jesus appealed. Are they intrinsic or extrinsic? Are they both? See particularly Mark 10:28-31, and Mark 9:43-49. When are we justified in using extrinsic motives? When not justified? What have maturity and training to do with this matter? In this connection recall the teaching of Jesus: “A disciple [or learner] is not above his teacher, nor a servant above his lord. It is enough for the disciple that he be as his teacher, and the servant as his lord” (Matthew 10:24-25). By what motives was Jesus himself animated?

Make a list of these motives.

How would you classify them? See Mark 1:38, Luke 4:43, John 15:13, Hebrews 12:2, and many other passages. Would you say that the motives of Jesus were in the third or the fourth class? To draw our conclusions, to what group of motives in men did Jesus mainly appeal? By which group was he himself mainly moved? Is it possible to act from exclusively altruistic motives?

What may we learn from this study? Shall we appeal to the altruistic and intrinsic motives when they will be effective; otherwise, to the egoistic and extrinsic? In answer to some of these last questions the author has only impressions which he prefers not to state until they can be corrected or confirmed by the findings of a group judgment