ABSTRACT

In this chapter the author argues for challenging the predominant utilitarian understanding of education. For instance, in England, young people are told that higher education may be expensive, but that they will earn back that money and much more during the course of their careers. Being a student involves getting hold of these goods, which will improve one's employability and opportunities in the future. In this way, a utilitarian understanding of the reason for going to school and engaging in education is promoted. The author's hypothesis is that the lack of motivation is primarily related to the meaningful dimension. Young people who recognize the usefulness of their education are unlikely to have any problem with their motivation. Passionate teachers want to invest in relationships with their students. Teachers are considered resources that students can use while learning, like they use the Internet or the library.