original life philosophy

 

In unit 1, you had an opportunity to consider what was most important in your life. You were asked to consider the following questions as you wrote:

What is the nature and purpose of existence?
What do you believe to be most important? What do you most value?
What beliefs and values motivate you and shape your choices?
What beliefs shape your interactions with others and with yourself?
Since then, we have explored classical philosophy and historical philosophical movements, major world religious movements, and the life philosophies of Morrie Schwartz and how those philosophies shaped his life, interactions, and death. Ask yourself if there is context for your life philosophy. Does it incorporate other philosophies explored (either secular or religious)? You have also considered your own life in the context of your own life philosophy, and what a meaningful life looks like to you.

Now, you will have a chance to revisit your original life philosophy and put it all together, creating a “life mission statement” of sorts.

As you revise, consider what we have discussed with regards to the ABCs of writing.

Audience: For whom are you writing? Your instructor? Yourself? Your posterity? What information is necessary, and is your voice authentic?

Blueprint: Think about the organization of your mission statement; do your ideas build on each other? Are there logical transitions from one idea to the next? Do you have an interesting introduction, with a hook, context, and a thesis (an overarching idea that sums up your life philosophy)? What about your conclusion? Is it just a summary, or is it an actual call to action for yourself and your life choices?

Content: Have you included explicit references to the texts explored to support or clarify your ideas? Do you support your claims with evidence?

Diction: Have you used the best, most vivid words available to you? We have such a rich language; have you taken advantage of that?

 

Sample Solution

They are not achieving these goals because they genuinely enjoy learning. Riley goes on to suppose that there is a lack of intrinsic motivation in traditional classrooms because it is more difficult to introduce. With all these external outcomes, like rewards, great test scores, etc., students are more likely to work towards these external outcomes than to learn because they “desire the knowledge.”

Riley than goes on to discuss others’ stand points on the idea of intrinsic motivation. She discusses critics of intrinsic motivation; those who believe the concept doesn’t exist or hasn’t been “defined yet.” Riley then moves on to compare intrinsic motivation and extrinsic motivation with telling her readers about an experiment conducted by other researches. The experiment gave two groups puzzles and awarded one group with cash prizes to motivate them to do the puzzle. Riley stated that the results were that the group who was awarded the cash spent little to no time with the puzzles and that the group that was awarded nothing found interest in the puzzle. This research reinforces the idea of intrinsic motivation by showing that those who were not working at achieving something for an external outcome, were pushed by intrigue or interest in their task. Riley then continues on to discuss the factors that must be present in order for intrinsic motivation to flourish within a student. She discusses how autonomy and competence must be present for a student to possess intrinsic motivation. If a student feels they have the choice in what they are learning and an “opportunity for self direction” they are more likely to have intrinsic motivation. She contrasts this with a situation where a reward is involved and states that a sense of choice will decrease. Riley moves on to refer to a study conducted on Israeli students that compared educators who gave their pupils a higher sense of choice and self direction as opposed to an educator who had a more controlling approach. This experiment found that educators that allowed their students a higher amount of autonomy had a better outcome than those who were in a more control oriented classroom. We can link this back to the comparison of home schooling and traditional classrooms. Learning from the home allows the student a greater sense of autonomy which, as the study above proves, allows the student a more positive outcome as opposed to the student who learned in a m

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