PRAXIS NISUS: INTRINSIC MOTIVATION AND DEMOCRATIC EDUCATION - CONVERGENCIES, DIVERGENCIES AND POSSIBILITIES FOR SCIENCE EDUCATION

Abstract

This work acknowledges the paradigm shift in curriculum emphases from the traditional content laden approaches to contemporary approaches that foreground the child in liberating contexts. Such contexts are trellised on intrinsically motivating students and the provisioning of democratic educational settings in which students’ potential is unleashed and flourishes. This work attempts to make sense and project the architecture of this intersection between the need for intrinsic motivation and the demands of democratic education spotlighting on science classrooms. Theoretical gleanings indicate that intrinsic motivation and democratic education remain distinct constructs though amenable and can be deliberately reconciled in pedagogic settings to conduce productive learning engagements.