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Journal articles on the topic 'Autonomy theory'

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Published: 4 June 2021

Last updated: 2 February 2022

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1

Wallgren, Lars Göran. "Theory Y Embedded in Theory X." International Journal of Human Capital and Information Technology Professionals 4, no. 4 (October 2013): 1–17. http://dx.doi.org/10.4018/ijhcitp.2013100101.

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Using the Job Demands-Resources (JD-R) model, this cross-sectional study tests whether the direct effects and interaction effects of job demand and motivators affect the level of perceived stress among information technology (IT) consultants. A web-based questionnaire survey was conducted among 380 IT consultants at ten IT consultancy companies in Sweden. The results showed that job demands, autonomy, and motivators are important factors that explain perceived stress among the IT consultants. Those consultants with a high level of job demands and a low level of autonomy had a four times higher risk of perceived stress than the consultants with the theoretically lowest level of strain. However, the interaction effect of job demands/autonomy and the interaction effect of job demands/motivators on perceived stress were non-significant. It is suggested that IT consultants’ autonomy exists within the demands dictated by others - Theory Y embedded in Theory X. Future avenues for research are suggested.

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2

Ekstrom, Laura Waddell. "A Coherence Theory of Autonomy." Philosophy and Phenomenological Research 53, no. 3 (September 1993): 599. http://dx.doi.org/10.2307/2108082.

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3

Sintonen, Matti. "Theory autonomy and future promise." Behavioral and Brain Sciences 12, no. 3 (September 1989): 488. http://dx.doi.org/10.1017/s0140525x00057289.

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4

SANTORO, EMILIO. "Democratic theory and individual autonomy." European Journal of Political Research 23, no. 2 (February 1993): 121–43. http://dx.doi.org/10.1111/j.1475-6765.1993.tb00352.x.

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5

Cust, Kenneth F. T. "The Theory and Practice of Autonomy." International Philosophical Quarterly 31, no. 3 (1991): 372–74. http://dx.doi.org/10.5840/ipq199131332.

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6

Hill, Thomas E., and Gerald Dworkin. "The Theory and Practice of Autonomy." Noûs 26, no. 1 (March 1992): 99. http://dx.doi.org/10.2307/2215690.

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7

Hull, Gerald. "The Theory and Practice of Autonomy." International Studies in Philosophy 23, no. 1 (1991): 112–13. http://dx.doi.org/10.5840/intstudphil199123119.

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Ekstrom, Laura Waddell, and Gerald Dworkin. "The Theory and Practice of Autonomy." Philosophical Review 102, no. 4 (October 1993): 616. http://dx.doi.org/10.2307/2185696.

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9

Arzoz, Xabier. "Karl Renner’s theory of national autonomy." Filozofija i drustvo 31, no. 3 (2020): 301–18. http://dx.doi.org/10.2298/fid2003301a.

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Karl Renner?s theory of national autonomy has not been sufficiently taken into account by scholars due to difficulties in its reception and puzzling content. Neither liberal nor communitarian, his original theory combines individual rights with collective rights, territorial autonomy with personal autonomy, classical federalism with establishment of nations as constituent parts of the state. This paper will introduce the reader to Renner?s main concepts. It will start by presenting Renner?s ideas on the nation, the multinational state, the role of the majority principle, and the need for nations? legal recognition by and within the state. Then, Renner?s core notion of national autonomy and its organisation through the personality principle will be discussed. Further, the paper deals with Renner?s concept of the representation of national interests at the federal or supranational levels. Lastly, it sums up the discussion and draws conclusions regarding Renner?s theory of autonomy in general.

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10

Weimer, Steven. "Autonomy and History." Journal of Moral Philosophy 11, no. 3 (May 2, 2014): 265–93. http://dx.doi.org/10.1163/17455243-4681024.

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A common view among autonomy theorists is that a desire is autonomous only if it has the right sort of history. Usually, an autonomy-compatible history is taken to consist in the desire’s having had proper origins. In a recent article in this journal, Mikhail Valdman has proposed an alternative historical theory on which a desire’s origins are irrelevant. On Valdman’s “agent-engagement” theory, a desire is autonomous if and only if the agent has made it her own by deliberatively deciding it is worth maintaining and acting on. I argue that both of these approaches are overly demanding: the history of many autonomous desires lack proper origins, agent-engagement, or both. Taking as my starting point Alfred Mele’s account, which I go on to revise and supplement in several important ways, I outline a more flexible historical theory of autonomy which recognizes multiple ways in which a desire can become one’s own.

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11

Kekes, John. "Doubts About Autonomy." Philosophy 86, no. 3 (June 24, 2011): 333–51. http://dx.doi.org/10.1017/s0031819111000209.

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AbstractMost of us are more or less dissatisfied with some aspect of our present self and want to change it to a better future self. This makes us divided beings. The beliefs, emotions, and motives of our present self prompt us to act in one way and our desired future and better self often prompts us to act in another way. This makes us ambivalent. One of the shibboleths of the present age is that the key to overcoming our ambivalence is to cultivate autonomy. This Kantian ideal is defended, developed, and somewhat revised by Christine Korsgaard, who constructs an ideal theory of self-constitution. This theory is untenable. Its very nature makes it incapable of addressing the concrete problems ambivalence presents to us in our very different individual circumstances. It unreasonably claims that either we meet arbitrary, unrealistic, and mind-bogglingly complex requirements, or disqualify ourselves from being rational and moral agents. And it optimistically assumes that by becoming more autonomous, we become more rational and moral, rather than merely continue to act in the ways we have been acting before. The failure of this latest ideal theory does not show that there is something wrong with autonomy. It shows that the extravagant claims Korsgaard makes for autonomy are groundless. The way to cope with our ambivalence is not to follow a theory, but to think better and harder about what we – individuals in individual circumstances – are, and want to be.

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12

Lou, Nigel Mantou, Kathryn E. Chaffee, Dayuma I. Vargas Lascano, Ali Dincer, and Kimberly A. Noels. "Complementary Perspectives on Autonomy in Self-Determination Theory and Language Learner Autonomy." TESOL Quarterly 52, no. 1 (August 31, 2017): 210–20. http://dx.doi.org/10.1002/tesq.403.

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13

Kapur, Neera Badhwar. "Autonomy, Liberty, and Utility." Dialogue 28, no. 3 (1989): 487–98. http://dx.doi.org/10.1017/s0012217300015997.

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Lawrence Haworth's book, Autonomy, discusses “Autonomy as a Psychological Idea”, and “Autonomy as a Normative Idea”. Part 1 discusses autonomy in relation to rationality, agency, and responsibility, defends it against Skinnerian sceptics, and outlines a theory of autonomous decision-making and the autonomous task environment. Haworth's conception of autonomy integrates and builds on the concepts of S. I. Benn, G. Dworkin, H. Frankfurt, and R. W. White. Part 2 centres on social/political theory, and not, despite the book's subtitle, on ethics as such. Haworth argues that only autonomy, and not liberty or happiness, is an intrinsic (non-moral) value, and fundamental right. His “autonomist” theory of liberty rights, a form of revisionary liberalism derived from the later idealists, is opposed to the classical liberal/libertarian theory. The arguments prompt a re-examination of the role of autonomy in the arguments for liberty (and happiness), but do not, in my view, make a persuasive case for “autonomism” against classical liberalism (hereafter liberalism). The book is chiefly noteworthy for its success in covering many important topics connected with autonomy, in an impressively short space, and in an always clear and often very insightful way.

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14

Diao, Li Jing. "On Relationship between Teacher Autonomy and Learner Autonomy." Applied Mechanics and Materials 411-414 (September 2013): 2781–85. http://dx.doi.org/10.4028/www.scientific.net/amm.411-414.2781.

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In the process of the development of learner autonomy, teachers play a very important role, even determining to some extent whether learner autonomy can be realized. However, there is a lack of strong finks in theories concerning the relationships of learner autonomy, language proficiency, and teacher autonomy. This article explores the relationships between teacher autonomy and learner autonomy in terms of autonomy theory and teaching application and formulates the opinions that teacher autonomy does have positive effects on learner autonomy to some extent and learners with autonomous learning ability can make faster progress in language proficiency than those without learner autonomy

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15

Gutmann, Thomas. "Autonomy in Transactions." European Review of Contract Law 17, no. 2 (June 1, 2021): 170–83. http://dx.doi.org/10.1515/ercl-2021-2019.

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Abstract The article presents a ‘critique from within’ of Peter Benson’s book ‘Justice in Transactions’, while sharing its premise that a theory of contract has to be liberal one. It identifies three problems with Benson’s answer to the question of how the relation between freedom and equality in contract law should be understood. It criticizes Benson’s Hegelian metaphysics and claims that a principle of mutual recognition and respect between juridical persons does not require that contracts only allow the alienation and appropriation of different things of the quantitatively same value. It demonstrates that Rawls’s idea of a ‘division of labor’ within principles of justice is more plausible than Benson’s reformulated account, which loses sight of the premise that a liberal theory of contract must locate the normative foundations of ‘contract’ in individual rights, and, in addition, is at odds with Rawls’s project in ‘Political Liberalism’ and its concept of public justification.

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16

Lalic-Vucetic, Natasa, Ivana Djeric, and Rajka Djevic. "Students' autonomy and teacher's interpersonal style in self-determination theory." Zbornik Instituta za pedagoska istrazivanja 41, no. 2 (2009): 349–66. http://dx.doi.org/10.2298/zipi0902349l.

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Starting from psychological needs that are considered basic within self-determination theory (autonomy, competence and relatedness), the importance of encouraging students' autonomy in school context is particularly emphasised. Appreciation of students' autonomy has a stimulating effect on school achievement, conceptual understanding, creativity development, strengthening of self-esteem, and students adapt better to school system and demonstrate a larger degree of internalisation of school rules and intrinsic motivation. Teachers' behavioural style largely determines the degree of students' autonomy in school life and work. Self-determination theory implies the necessity of agreement between the developmental need for autonomy in children and the level of adult control and distinguishes between two styles of interpersonal behavior of teachers: (a) those who offer support to students' autonomy by their behavior and (b) those that are predominantly inclined to control students' behavior. This paper also points out to different strategies that can be applied by teachers in working with students in school, which also contribute to the development of students' autonomy. What is especially encouraging is the fact that it is possible to learn and to develop 'appreciation of students' autonomy' as teacher's interpersonal style.

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17

Blaney, David L. "Reconceptualizing autonomy: The difference dependency theory makes." Review of International Political Economy 3, no. 3 (September 1996): 459–97. http://dx.doi.org/10.1080/09692299608434365.

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18

CUYPERS, STEFAAN E. "Autonomy in R. S. Peters' Educational Theory." Journal of Philosophy of Education 43 (October 2009): 189–207. http://dx.doi.org/10.1111/j.1467-9752.2009.00733.x.

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19

Sprugel, D. G., T. M. Hinckley, and W. Schaap. "The Theory and Practice of Branch Autonomy." Annual Review of Ecology and Systematics 22, no. 1 (November 1991): 309–34. http://dx.doi.org/10.1146/annurev.es.22.110191.001521.

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20

Wilson, Terri S., and Matthew A. Ryg. "Becoming Autonomous: Nonideal Theory and Educational Autonomy." Educational Theory 65, no. 2 (March 29, 2015): 127–50. http://dx.doi.org/10.1111/edth.12103.

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21

Mills, Christopher. "Book Review: Political Theory: Autonomy and Liberalism." Political Studies Review 10, no. 2 (April 4, 2012): 241. http://dx.doi.org/10.1111/j.1478-9302.2012.00261_6.x.

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22

Abrutyn, Seth. "Toward a General Theory of Institutional Autonomy." Sociological Theory 27, no. 4 (December 2009): 449–65. http://dx.doi.org/10.1111/j.1467-9558.2009.01358.x.

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23

Kleppe, Bård. "Managing Autonomy: Analyzing Arts Management and Artistic Autonomy through the Theory of Justification." Journal of Arts Management, Law, and Society 48, no. 3 (October 12, 2017): 191–205. http://dx.doi.org/10.1080/10632921.2017.1377661.

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24

Kious, Brent M. "Autonomy and Values: Why the Conventional Theory of Autonomy is Not Value-Neutral." Philosophy, Psychiatry, & Psychology 22, no. 1 (2015): 1–12. http://dx.doi.org/10.1353/ppp.2015.0002.

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25

McCaffery, Steve. "Autonomy to Indeterminacy." Twentieth-Century Literature 53, no. 2 (2007): 212–17. http://dx.doi.org/10.1215/0041462x-2007-3003.

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26

Stoyanov, Enyo. "Literary Theory as Radical Historicism?" differences 32, no. 1 (May 1, 2021): 54–73. http://dx.doi.org/10.1215/10407391-8956953.

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This article highlights how the premises of the radical historicism of Galin Tihanov’s book The Birth and Death of Literary Theory (2019) are conditioned by developments within literary theory itself. For Tihanov, changes in literature’s perceived usefulness undermine the dominance of its perceived uniqueness, bringing about the demise of theoretical discourses aimed at determining that uniqueness. Exploring the tensions within Russian formalism and Prague structuralism that made possible the abandonment of the adherence to the doctrine of literary autonomy through specific uses of language, the author connects Tihanov’s notion of “regimes of relevance” with the concept of “regime” developed by Jacques Rancière. The intersection of these two theorizations of “regime” pinpoint the paradox at the heart of literary theory: the attempt to pose the question of artistic autonomy and specificity produces the dissipation of what was holding this autonomy together.

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27

Guyer, Paul. "KANT ON THE THEORY AND PRACTICE OF AUTONOMY." Social Philosophy and Policy 20, no. 2 (July 2003): 70–98. http://dx.doi.org/10.1017/s026505250320203x.

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We all know what Kant means by autonomy: “the property of the will by which it is a law to itself (independently of any property of the objects of volition)” (G, 4:440), or, since any law must be universal, the condition of an agent who is “subject only to laws given by himself but still universal” (G, 4:432). Or do we know what Kant means by autonomy? There are a number of questions here. First, Kant's initial definition of autonomy itself raises the question of why the property of the will being a law to itself should be equivalent to its independence from any property of objects of volition. It is also natural to ask, how does autonomy as Kant conceives it relate to more familiar notions of freedom. For example, consider Locke's conception of freedom as the condition of a person “to think, or not to think; to move, or not to move, according to the preference or direction of his own mind,” rather than according to the preference or direction of any other person. What is the relation between autonomy and this traditional conception of freedom as the liberty of an agent? And what is the relation of autonomy to the traditional conception of freedom of the will; that is, the condition that obtains, as G. E.

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28

Noller, Jörg. "From Autonomy to Heautonomy." Idealistic Studies 50, no. 3 (2020): 261–74. http://dx.doi.org/10.5840/idstudies2020821116.

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In this paper, I will shed light on Karl Leonhard Reinhold’s and Friedrich Schiller’s conceptions of practical self-determination after Kant. First, I outline Kant’s conception of freedom as autonomy. I then explain the so-called “Reinhold’s dilemma,” which concerns the problem of moral imputability in the case of immoral actions, which arises from Kant’s theory of autonomy. I then show how Reinhold and Schiller tried to escape this dilemma by developing an elaborated theory of individual freedom. I will argue that Reinhold’s and Schiller’s symmetrical account of freedom to act according and against the moral law is not to be confused with freedom of indifference but can be reconstructed in terms of practical self-determination on the basis of first-order desires and second-order volitions.

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29

Dimopoulos, Georgina. "A theory of children's decisional privacy." Legal Studies 41, no. 3 (April 5, 2021): 430–53. http://dx.doi.org/10.1017/lst.2021.16.

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AbstractDecisional privacy offers individuals the freedom to act and to make important decisions about how they live their lives, without unjustifiable interference from other individuals or the state. Children's perceived vulnerability, incapacity for rational decision-making and dependence on adults have been used to justify depriving children of decisional privacy rights and subjecting them to the exercise of adult power over the conditions of their lives. The aim of this paper is to articulate a theory of children's decisional privacy. It is argued that decisional privacy is valued as a condition that enables individual autonomy. A relational, gradual conception of autonomy is advanced, to explain how children can be recognised as having the capacity for autonomy, and in some circumstances, actual autonomy. This paper presents four fundamental principles of a children's rights approach to decisional privacy, which collectively serve to enhance children's meaningful participation in decision-making about their best interests, consistently with children's evolving capacities and the receipt of appropriate parental direction and guidance. The theory developed in this paper presents an opportunity for adult decision-makers to reflect upon how they make decisions for and about children, and how children can play a meaningful role in those decision-making processes.

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30

Cooke, Maeve. "Private Autonomy and Public Autonomy: Tensions in Habermas’ Discourse Theory of Law and Politics." Kantian Review 25, no. 4 (December 2020): 559–82. http://dx.doi.org/10.1017/s1369415420000412.

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AbstractHabermas dialogically recasts the Kantian conception of moral autonomy. In a legal-political context, his dialogical approach has the potential to redress certain troubling features of liberal and communitarian approaches to democratic politics. Liberal approaches attach greater normative weight to negatively construed individual freedoms, which they seek to protect against the interventions of political authority. Communitarian approaches prioritize the positively construed freedoms of communal political participation, viewing legal-political institutions as a means for collective ethical self-realization. Habermas’ discourse theory of law and democracy seeks to overcome this competition between the negative and positive liberties. Doing so entails reconciling private and public autonomy at a fundamental conceptual level. This is his co-originality thesis, which seeks to show that private and public autonomy are internally connected and evenly balanced. I support his aim but argue that he fails to achieve it due to an unsatisfactory account of private autonomy. I suggest an alternative dialogical conception of autonomy as ethically self-determining agency that would enable him to establish his thesis.

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31

Dar, Sadhvi. "Negotiating Autonomy." Journal of Health Management 9, no. 2 (May 2007): 161–88. http://dx.doi.org/10.1177/097206340700900202.

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This article is a contribution to the under-researched but growing literature relating organisational theory to non-governmental organisations (NGOs). Many developmental academics and practitioners have highlighted the imposition of Northern ideas and values on Southern NGOs as inherently colonial, patronising and leading to minimal grassroots autonomy (Crush 1995; Escobar 1995; Ferguson 2003[1990]; Hobart 1993). While acknowledging this, the present article analyses the diffusion of Northern managerialism on Southern ways of working with special reference to how Southern NGOs are pressured to exude a cohesive, uniform and positive organisational identity in order to work in partnership with their donors. In doing so, the analysis points to the concept of organisational identity itself being a construct of Northern ideas of management and, therefore, not applicable universally. It is suggested that fissures and resistances created by this double construction are played out in development project reports. It is in reports that an organisational narrative is created and an image is portrayed of the organisation: setting up a textual space where organisational identity is legitimated and used for negotiating autonomy in relation to donors.

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32

Sheldon, Kennon M., Neetu Abad, and Jessica Omoile. "Testing Self-Determination Theory via Nigerian and Indian adolescents." International Journal of Behavioral Development 33, no. 5 (July 15, 2009): 451–59. http://dx.doi.org/10.1177/0165025409340095.

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We tested the generalizability of five propositions derived from Self-Determination Theory (SDT; Deci & Ryan, 2000) using school-aged adolescents living in India ( N = 926) and Nigeria ( N = 363). Consistent with past U.S. research, perceived teacher autonomy-support predicted students’ basic need-satisfaction in the classroom and also predicted positive class evaluations. The three basic needs of autonomy, competence, and relatedness also predicted positive class evaluations, and furthermore predicted students’ general life-satisfaction. Also, balance among the three needs had positive associations with life-satisfaction independent of the amount of need-satisfaction. Finally, perceived maternal and paternal autonomy-support both predicted life-satisfaction. Support was also found for two demographic hypotheses: older students perceived less autonomy-support from parents and teachers, and Indian students reported greater life-satisfaction than Nigerian students.

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33

Russell, Roberto, and Juan Gabriel Tokatlian. "From Antagonistic Autonomy to Relational Autonomy: A Theoretical Reflection from the Southern Cone." Latin American Politics and Society 45, no. 1 (2003): 1–24. http://dx.doi.org/10.1111/j.1548-2456.2003.tb00230.x.

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AbstractThe concept of autonomy has acquired a plurality of meanings in international relations; this article analyzes the distinct uses given to this term in Latin America and its relationship to theoretical contributions from outside the region. The authors propose a far-reaching reconceptualization of autonomy appropriate to Latin America's new circumstances in the global context. They argue that these new circumstances favor the shift from autonomy as traditionally defined to what they call relational autonomy, a construct based on contributions from classical political theory, political sociology, gender studies, social and philosophical psychology, and the theory of complex thought.

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34

Den Uyl, Douglas. "AUTONOMOUS AUTONOMY: SPINOZA ON AUTONOMY, PERFECTIONISM, AND POLITICS." Social Philosophy and Policy 20, no. 2 (July 2003): 30–69. http://dx.doi.org/10.1017/s0265052503202028.

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These epigraphs present us with part of the problem that is to be discussed in this essay. For Spinoza (1632–1677) there is no metaphysical freedom, except for God/Substance/Nature. The behavior of individual things, or modes, is completely a function of causes that bring about the behavior. This might suggest that there can be no autonomy in any meaningful sense either, thus aborting at the outset any talk of autonomy in Spinoza. To add to this problem, “autonomy” is somewhat anachronistic when applied to Spinoza. The philosophical theory surrounding the concept of autonomy seems to have developed later, perhaps mostly from Kant (1724–1804), which is not to say that it did not have parallels earlier. Kantian metaphysics is certainly different from Spinozistic metaphysics in allowing for freedom, if nothing else. But even if we ignore the metaphysics, the structure of a Kantian ethics is different from a Spinozistic one in its focus on duty and imperatives. One finds little of that in Spinoza. Consequently, on both metaphysical and historical grounds, it seems somewhat problematic to speak of Kantian autonomy in Spinoza.

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35

Dworkin, Gerald, and Bernard Berofsky. "Liberation from Self: A Theory of Personal Autonomy." Journal of Philosophy 94, no. 4 (April 1997): 212. http://dx.doi.org/10.2307/2940966.

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Jürgen Basedow. "Theory of Choice of Law and Party Autonomy." SungKyunKwan Law Review 24, no. 3 (September 2012): 103–48. http://dx.doi.org/10.17008/skklr.2012.24.3.006.

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Jürgen Basedow. "Theory of Choice of Law and Party Autonomy." SungKyunKwan Law Review 24, no. 3 (September 2012): 149–89. http://dx.doi.org/10.17008/skklr.2012.24.3.007.

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38

Kane, Robert, and Bernard Berofsky. "Liberation from Self: A Theory of Personal Autonomy." Philosophical Review 106, no. 4 (October 1997): 599. http://dx.doi.org/10.2307/2998521.

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39

Ushioda, Ema. "Why autonomy? Insights from motivation theory and research." Innovation in Language Learning and Teaching 5, no. 2 (July 2011): 221–32. http://dx.doi.org/10.1080/17501229.2011.577536.

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40

Ells, Carolyn. "Shifting the Autonomy Debate to Theory as Ideology." Journal of Medicine and Philosophy 26, no. 4 (August 1, 2001): 417–30. http://dx.doi.org/10.1076/jmep.26.4.417.3009.

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41

Abbink, Klaus, and Jordi Brandts. "Political autonomy and independence: Theory and experimental evidence." Journal of Theoretical Politics 28, no. 3 (March 19, 2015): 461–96. http://dx.doi.org/10.1177/0951629815571150.

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42

Kalyvas, Andreas. "Norm and Critique in Castoriadis's Theory of Autonomy." Constellations 5, no. 2 (June 1998): 161–82. http://dx.doi.org/10.1111/1467-8675.00086.

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43

Glenna, Leland L. "The Relative-Autonomy State Theory and Emancipatory Strategies1." Rural Sociology 64, no. 1 (October 22, 2009): 164–71. http://dx.doi.org/10.1111/j.1549-0831.1999.tb00010.x.

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44

Iserson, Kenneth V. "Patient and Surrogate Autonomy: Good Idea—In Theory." Academic Emergency Medicine 9, no. 8 (August 2002): 866. http://dx.doi.org/10.1111/j.1553-2712.2002.tb02183.x.

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Iserson, Kenneth V. "Patient and Surrogate Autonomy: Good Idea-In Theory." Academic Emergency Medicine 9, no. 8 (August 2002): 866. http://dx.doi.org/10.1197/aemj.9.8.866.

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46

Mele, Alfred, and Bernard Berofsky. "Liberation from Self: A Theory of Personal Autonomy." Philosophy and Phenomenological Research 58, no. 4 (December 1998): 995. http://dx.doi.org/10.2307/2653748.

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47

Falcone, Rino, and Cristiano Castelfranchi. "Grounding autonomy adjustment on delegation and trust theory." Journal of Experimental & Theoretical Artificial Intelligence 12, no. 2 (April 2000): 149–51. http://dx.doi.org/10.1080/095281300409801.

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48

Boyd, Susan B. "Autonomy for Mothers? Relational Theory and Parenting Apart." Feminist Legal Studies 18, no. 2 (August 2010): 137–58. http://dx.doi.org/10.1007/s10691-010-9152-3.

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49

Chambers, Jean. "A cybernetic theory of morality and moral autonomy." Science and Engineering Ethics 7, no. 2 (June 2001): 177–92. http://dx.doi.org/10.1007/s11948-001-0039-1.

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50

Reeve, Johnmarshall, and Marc Halusic. "How K-12 teachers can put self-determination theory principles into practice." Theory and Research in Education 7, no. 2 (June 25, 2009): 145–54. http://dx.doi.org/10.1177/1477878509104319.

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Abstract:

We discuss how K-12 teachers can put motivational principles from self-determination theory into practice. To explain the `how to' of autonomy-supportive teaching, we answer eight frequently asked questions from teachers: What is the goal of autonomy-supportive teaching? How is autonomy-supportive teaching unique? Does autonomy support mean permissiveness? How would I encourage students' initial engagement in learning activities? How could I help students maintain their engagement? What would I say/How might I talk? How would I solve motivational and behavioral problems? How do I know if I provided instruction in an autonomy-supportive way? To answer these questions, we recommend the following classroom practices: take the students' perspective, display patience to allow time for learning, nurture inner motivational resources, provide explanatory rationales, rely on noncontrolling language, and acknowledge and accept expressions of negative effect.

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