Critique of self-determination theory Assignment

Critique of self-determination theory - Assignment Example reatest strength of the self-determination theory in education is concentric upon the means by which it serves to help educators understand the concept of motivation within their stakeholders (Brophy, 2010). Though one may be tempted to view the self-determination theory of education as something of a hands off approach, the truth of the matter is that the theory itself encourages educator involvement in the form of integrating understandings of the value of risk within the students. Even though the series by its very nature places the most responsibility within the hands of the student/stakeholder, a proper understanding of motivation by the educator is sufficient to ensure that a given degree of self-determination will ultimately be realized. Likewise, with regards to the greatest weakness, the reader can readily understand that due to the great differentials and personality type that exists within the student body, not all individuals will fully integrate with a self deterministic approach to education. As with any theory, the weakness of the self-determination theory in education hinges upon the fact that although it helps to adequately explain a majority of educator/student involvement, it is ultimately not 100% effective in explaining all educator/student involvement. With regards to the work of Edwards Deci and Richard Ryan, the self determination theory is understood in a slightly different way. Accordingly, these authors note that the self-determination theory, though effective, ultimately seeks to reward those that most actively integrate with the process of education (Ryan & Deci, 2000). Even though this is not a bad thing, it necessarily implies that those students that do not seek to actively participate or motivate themselves will be at a significant disadvantage if this theory is applied universally within education. The authors note that the application of this theory can be seen as something of a reward mechanism whereby the students that