28 Matching Annotations
  1. Feb 2024
  2. Oct 2023
    1. 03:33 5 intrinsic motivators 04:20 curiosity 04:50 purpose 05:30 mastery 06:00 autotelic: enjoyment of the activity itself (Doris his enjoyment of the topic, and previous three was fairly high, but he didn’t like spreadsheets etc.) 07:00 autonomy

      Aligning these 5 as driving tremendous intrinsic motivation

  3. Sep 2023
    1. 08:00 True mastery lies in flow, where action is not forced (Musashi on flow)

      09:00 harmonising mind, body, and universe, as way to reach flow & detachment

      • see zk on following natural interest, our following the quickening of the spirit, as a process of understanding and harmony
  4. Jul 2023
      • not learning oneself, self-master as self-discovery & self-awareness
      • spirituality as learning of oneself
      • enjoy time doing nothing, also find things you like to do
      • each person find way to climb the mountain (gaining clarity on top of mountain)
      • 5 hindrances as challenges to journey (state of mind, not having/getting clarity)
      • (1) sensual desire
      • 2 ill will (rejection, also see my ideas on madness) "let go"
      • 3 sloth (dullness of mind/body) lack if motivation/energy (see flow)
      • 4 restlessness (not being in present)
      • 5 sceptical doubt (being indecisive, getting lost in thoughts)
      • structure/design life to prevent hindrances from arising (see my way of life as making environments/practices to prevent?) "techniques to remove them"
      • (4 steps to prevent the hindrances)
      • 1 what is your state of mind
      • 2 accept the situation/someone/something to be they way it is/the way they are
      • 3 emotional & mental questioning (why did it come up? understanding it, what will happen if it remains?)
      • 4 non-identification (I am not my mind, my body, or my emotions, it is just that I am there to observe them all)
  5. Nov 2022
    1. You cannot followrules you do not know. Nor can you acquire an artistic habitany craft or skill-without following rules. The art as something that can be taught consists of rules to be followed inoperation. The art as something learned and possessed consists of the habit that results from operating according to therules.

      This is why one has some broad general rules for keeping and maintaining a zettelkasten. It helps to have some rules to practice and make a habit.

      Unmentioned here is that true artists known all the rules and can then more profitably break those rules for expanding and improving upon their own practice. This is dramatically different from what is seen by some of those who want to have a commonplace or zettelkasten practice, but begin without any clear rules. They often begin breaking the rules to their detriment without having the benefit of long practice to see and know the affordances of such systems before going out of their way to break those rules.

      By breaking the rules before they've even practiced them, many get confused or lost and quit their practice before they see any of the benefits or affordances of them.

      Of course one should have some clear cut end reasons which answer the "why" question for having such practices, or else they'll also lose the motivation to stick with the practice, particularly when they don't see any light at the end of the tunnel. Pure hope may not be enough for most.

  6. Oct 2022
    1. For the tools of learning are the same, in any and everysubject; and the person who knows how to use them will, at any age, get themastery of a new subject in half the time and with a quarter of the effortexpended by the person who has not the tools at his command.
  7. Jun 2022
  8. Mar 2021
    1. But how reliable are micro-credentials as indicators of student learning? How should micro-credentials be interpreted as indicators of academic potential?

      Interesting distinction between student learning and potential especially in an academic setting.

  9. Oct 2020
    1. At the same time, a positive emotional experience alone is not enough. For tools for thought to attain enduring power, the user must experience a real growth in mastery, an expansion in their ability to act. And so we’d like to take both the emotional and intellectual experience of tools for thought seriously.

      How can they also reach the idea of "flow"?

  10. Jul 2020
    1. The surprising truth about what motivates us

      MIT Study Mechanical skills: larger reward leads to better performance Cognitive skills: larger reward leads to poorer performance

      Pay people enough to not think about money, it is no longer a factor

      Autonomy/Mastery/Self-Actualization If want engagement, self-direction is better Atlassian, work on whatever you want for 24 hours Allow learners to guide their own learning

      Mastery--we want to get better at stuff because it's satisfying; people have jobs, and for free people do lots of hard work; challenge, mastery and making a contribution: purpose motive

      We are purpose motivated and want to be self-directed

  11. Feb 2020
    1. On the other hand, mastery-oriented environ-ments reduce cheating naturally by reinforcingstudents’motivations to learn and developingtheir meta-cognitive skills, that is their self-awareness of the knowledge they have, the knowl-edge they need, and how they can develop newknowledge (Ambrose, Bridges, Lovett, Dipietro,&Norman,2010; Day, Hudson, Dobies, &Waris,2011;Lang,2013; Palazzo, Lee,Warnakulasooriya, & Pritchard,2010)

      Having mastery of skills encourages you and makes you less hesitant or prone to procrastination. Getting over the hurdle of starting an assignment makes it less likely students will engage in plagiarism or cheating.

  12. Sep 2019
  13. Jul 2019
  14. Mar 2019
    1. You can see there that these skills are easy to learn in the context of what the human has to learn anyway about using the tools, and that they provide for much greater flexibility in finding convenient ways to use the tools to help shape materials.

      I think knowing the limits of tools is as important as their mastery.

  15. Sep 2018
    1. The will to mastery becomes all the more urgent the more technology threatens to slip from human control.

      Mastery is a very interesting word here. It would be assumed that anything that humans have the capability to create we could retain mastery over. It is also interesting to consider the two meanings we could take from mastery. On one hand its that we are the masters or owners of that object, on the other it could be a mastery in the way a person masters a craft or a skill. So would this quote mean that compared to improving technology and the possibility of an ultra-intelligent A.I, our skill of creating technology would appear to be becoming obsolete, or does it mean the gradual loss of our control over technology? Either way it raises an important concern over the dangers of advancing technology and the ever looming possibility of an ultra-intelligent A.I.

  16. Dec 2016
    1. A few who have come into the world will graduate from it. By this, I mean that they will not need to come back here again. You do not need to be a master to graduate from the world. That is very important to understand, particularly since mastery is such a relative term. Mastery in the world does not necessarily mean mastery beyond the world. We must think of mastery as relative to your situation now because this life is not only an experience in and of itself, it is preparation for your life to come and for life beyond the world. That is why much of your education will seem mysterious. If you can enter into the Mystery, you will enter a far greater range of participation that will make you more effective, more capable and much happier in the world.
    2. MASTERY
  17. Jun 2016
    1. p. 63

      "Research suggests that avoidance of challenge may be related to motives and goals in somewhat complex ways. Elliott and Dweck (1988), in an experimental study, found that when children were oriented toward mastery goals they were more likely to choose tasks described as challenging and offering opportunities to learn, regardless of their level of perceived ability. But when students were oriented toward performance goals, they chose challenging tasks that served to enhance others' high opinions of their abilities only if they perceived their ability to be high. Children who perceived their ability to be low and were oriented toward performance goals, in contrast, tended to choose tasks described as easy but that would avoid unfavourable judgments of their ability. Some students may feel they are in a double-bind, preferring easy work that does not threaten their self-worth, yet taking on difficult tasks in order to demonstrate their competence or superiority... Elliot and Church (1997) found that performance-approach goals were positively associated with measures of both challenge-avoidance (fear of failure) and challence-seeking motives (achievement motivation). Avoidance of challenge, then appears, to be positively associated with performance-avoidance goals and negatively related with matery goals, but may have a more complex relationship with performance-approach goals."

      In other words, the goal has to be to focus teaching and evaluation on the inculcation of mastery goals and the avoidance of situations in which students are encouraged to engage in performance-avoidance. Once they start engaging in performance avoidance, they then stop seeing challenge.

    2. pp. 70-71

      • Gheen and Midgley 1999 looked at classroom practices of sharing information about student work:
      • Where work was shared to "see who got the right answer" (relative ability purposes) and
      • to "get hints for when you have difficulty" (acquiring information purposes"

      No surprise:

      "They found that students' perceptions of the goal structure related to avoidance of novelty and challenge. When students perceived that their classrooms emphasized mastery goals, they reported lower levels of avoidance, but when they perceived their classrooms emphasized performance goals, they were more lilely to say that thei preferred to avoid novel and challenging work."

    3. p.70

      "Students' perceptions of a mastery classroom goal structure were associated with a lower level of help avoidance whereas their perceptions of a performance classroom goal structure were associated with a higher level of help avoidance. In classrooms where students perceived that the focus was on understanding, mastery, and the intrinsic value of learning, compared to classrooms where the focus was on competition and proving one's ability, students were less likely to avoid seeking help with their work when they needed it."

    1. ulnerability to helpless behavior in the context of failure on experimental tasks. In contrast, and also consistent with Dweck's prior work (Diener & Dweck, 1978, 1980; Dweck & Leggett, 1988; El liott & Dweck), mastery goals were associated with enhanced motivation during the critical phase of processing evaluative information on an important task, and this effect was not moderated by the level of the gra

      Mastery goals were associated with enhanced motivation, even in the context of a low grade.

      So if the focus is mastery, a low grade is motivating.

    2. Intrinsic value. We adapted items developed by Eccles (1983) to assess students' intrinsic value regarding their academic work in the class. This section of the sur vey asked students, "What is your opinion of this class along the following di mensions?" Students rated the "enjoyment of work" on a scale ranging from 1 (not at all enjoyable) to 7 (very enjoyable), "interest in the work" on a scale rang ing from 1 (very boring) to 7 (very interesting), and "liking what is learned" on a scale ranging from 1 (a little) to 7 (a lot). Alpha coefficients for the three items were .92 at Time 1 and .93 at Time 2

      Intrinsic value questions.

    3. In summary, our main goal was to examine how students' achievement goals are related to changes in self-efficacy, preference to avoid challenge, and intrin sic value in the face of evaluation. Early in the semester, we assessed students' achievement goals, self-efficacy, desire to avoid challenge, and intrinsic value. We assessed students' self-efficacy, desire to avoid challenge, and intrinsic value again immediately after they received their grades on their first major exam or paper. This design allowed us to examine the role of goals in the change in mo tivational constructs associated with performance feedback. Our main hypothe ses were (a) a mastery goal will be associated with enhanced motivation around receipt of grades (i.e., increased efficacy and value and lower preference for chal lenge avoidance); (b) a performance-avoidance goal will be associated with di minished motivation around receipt of grades (i.e., decreased efficacy and value and increased preference for challenge avoidance); and (c) the effects of a per formance-approach goal on changes in motivation will be moderated by grades. When students encounter low grades, a performance-approach goal will be relat ed to diminished motivation. When students receive high grades, a performance approach goal will be unrelated to changes in motivation.

      The method. Should see if I could replicate this.

    4. uccess and failure are attrib uted to effort (Ames, 1992). Even in the face of failure or obstacles, a mastery goal is associated with persistence (Ames, 1984; Diener & Dweck, 1978; Hong, Chiu, & Dweck, 1995; Stipek & Kowalski, 1989). When oriented toward a mas tery goal, success (in the case of high grades) bolsters motivation, whereas a lack of progress (in the case of low grades) signals more effort is needed and thus does not diminish motivation. Therefore, we expected a mastery goal to be associated with increases in self-efficacy, intrinsic value, and a decrease in preference to avoid challenge regardless of high or low grades.

      If grades are succeeding (i.e. developing a mastery goal, then high grades will bolster motivation by indicating success and low grades will not diminish motivation as they will be understood as simply signalling that more work is needed.

    5. We expected a mastery goal to be associated with increases in motivation in response to grades. A mastery goal is associated with construing exams as a chal lenge and incurring positive emotions, such as eagerness, hopefulness, and ex citement (McGregor & Elliot, 2002). It is also associated with the belief that in telligence is a malleable attribute that can be developed through effort (an incremental theory of intelligence; Dweck, 1999).

      If exams are understood as challenging, then they are seen as positive and a mastery goal results.

    6. udy, a mastery goal is positively associated and a performance-avoidance goal is nega tively associated with self-efficacy, challenge-seeking, and intrinsic value (Mid dleton & Midgley, 1997; Pajares, Britner, & Vahante, 2000; Skaalvik, 1997).

      Mastery goals are positively associated with "self-efficacy, challenge-seeking, and intrinsic value"; performance avoidance goals are negatively associated with these same values.

    7. mastery goal concerns a focus on developing competence and gaining understanding or mastery. I

      Mastery goal is an intrinsic motivation on mastery.