Motivations in Learning

Definition of Learning

Learning is the psychosomatic process by which an idea or action originates and is then applied. Learning is as basic to human nature as are the automatic physiological processes in which the organism must engage in order to survive. Inasmuch as the production of energy, particularly in the young, goes far beyond the demands which physical growth utilizes, there is a substantial residuum of energy which can be applied for many purposes besides the routine needs of repair and growth. This surplus energy, when used for exploration and experiment, carries with it the sense of gratification which comes with accomplishment. Unless it is so directed it turns against the organism to its detriment.

The dynamic school of psychology can bear witness to what evils follow frustrated energies, what neurotic tensions and patterns result when sublimation or the direction of energy from its primitive aim to one that is culturally higher does not take place.

The psychoanalytic field is potentially the investigating instrument par excellence of both the conscious and unconscious forces which pervade human action and direct its destiny. Each psychoanalytic patient is an exhibit of the interplay of the forces which enter into the process of action or counteraction, affording the psychoanalyst an excellent opportunity to inquire into the dynamics and goals which condition the common experience of learning. In the past academic research has been of a mechanistic, almost stereotyped nature. Undoubtedly some of it has been extremely helpful for pedagogic purposes. On the whole, however, it has hardened into ritual and made rigid the process of learning, which should be dynamic and constantly in action, and if it is to be broadening, must be fluid and flexible as well. It is essential, of course, that there be a certain amount of basic formal technical equipment for the pedagogue, but when carried too far, this leads to pedantry and sterility. In ev