Abstract
Students are more likely to embrace failure in learning when they are intrinsically motivated, but formal education in the United States operates through extrinsic rewards that make failure something to fear and avoid. Accordingly, the author examines the lessons of “Failure Club,” a writing course he designed to challenge this basic pedagogical contradiction.
failure, intrinsic motivation, autonomy, autonomy-supportive education, controlling education, contract grading
Copyright © 2021 by Duke University Press
2021
Issue Section:
Articles
You do not currently have access to this content.
