Nauczyciel i uczeń w obliczu zagrożenia zombifikacją. Problem motywu i motywacji w perspektywie kulturowo-historycznej

In this article, we discuss the issues of motivation and motive in education in the context of the zombie culture that permeates school life, where engagement in achieving goals is an action devoid of interpersonal relations. In the analysis, we go beyond the dualistic understanding of motive, which is construed as either inside or outside the subject. We refer to the proposal of cultural-historical theory of action, in which motive is understood as a system of social relations. From this perspective, understanding a child’s motive requires a methodological grasp of the dynamics and complexity of the relationship: the social situation of the child’s development and institutional values, goals, and demands. Recalling examples from studies on school practice, we show the significance of interactions based on the student’s and teacher’s mutual interest in each other’s activities, and we defy the common belief equating learning with development.