ABSTRACT
Learning’s incentive dimension concerns the matters we usually speak about in terms of emotions, motivation and volition. It is on the basis of these we mobilise the energy that is the necessary motive power of learning. They thus also become part of our learning processes, influencing the quality of the learning that takes place, for example with respect to permanency and utility. The relation between the content and incentive dimensions is taken up on the basis of a fundamental comparison of Piaget’s and Freud’s understandings. Then two more modern approaches are presented concerning emotional intelligence and a learning oriented phenomenological personality theory. In the last sections of the chapter, the focus is on motivation psychology, on disturbances and conflicts as motivation, and on problems of motivation in present society.
