Economics is premised on a tautology – a helpful one, but a tautology nonetheless. People are motivated by incentives. What is an incentive? Anything that motivates. How do we explain why Susie did x, y, z, or anything else? She must have had incentives. What are they? Could be anything that motivates her. See, a tautology.
Recently, Daniel Pink has written a book called Drive: The Surprising Truth About What Motivates Us to discuss exactly that: what are the best incentives to action? Geared primarily towards the business world, Pink uses several studies to show that the best incentives are autonomy, mastery, and doing better by ourselves and the world. 
As many of the amazon reviewers who gave Drive a low review mention, though, this conclusion is based on only a few very artificial studies. The motivational picture may well be more complicated, and maybe even more when we talk about school rather than business and children rather than adults.
Pink suggests that we went through several stages of motivation through human history. Motivation 1.0 was when motivation to work was based on basic human survival. Motivation 2.0 was the “carrot and stick approach” of rewarding externally by material goods, money, etc. Pink suggests that we are now entering motivation 3.0, where we need to realize that workers are best motivated by intrinsic rewards: the pleasure of doing the job well, the pleasure of being autonomous, and the pleasure of mastering things.
Now, let’s talk about school and kids. I think it goes without saying (even though I will say it) that the best moments of student performance happen when we have tapped into a student’s intrinsic motivations as defined above. Students do best what they derive satisfaction from doing. But here is the problem: there are many situations in school where students have to do what they do not like doing. It is an unavoidable part of the school day (wrongly lamented by progressive types who would rather see kids only do what they want to do). It can be assumed that most often, workers work in fields that they at least semi-enjoy (of course this is not always the case, but it is likely the majority). Kids, on the other hand, are compelled by the state and their parents to take biology, algebra, and civics. Thus, kids will very probably experience more situations where intrinsic motivation may either be hard to come by or impossible. (Some educationists suggest that intrinsic motivation is always possible and maybe it is if one has unlimited time to try and find it. Teachers, of course, are constrained by time and class size, so it may not always be feasible to help students find intrinsic motivation.)
All of this is to say that wisdom in supervision and teaching often consists of knowing what reward to use when. Sometimes, we can get students interested enough in the task at hand to harness students’ intrinsic motivation. Like everyone else, I highly recommend always trying this route first and student initiative produces the best work when they are engaged. One does not have to fight for student attention when the object of study does that job for us.
But there are also times when we may have to use external motivators because the students are engaged in an activity they have no real interest in and do not care to perform well on. Grades, stickers, a threat of a call to parents, etc, must be used to get students to work on the subject at hand. This is not the bad thing that progressive types think it is, as a valuable life lesson is to learn how to do things we don’t want to do, and train our attention so that it can focus on areas if may not naturally gravitate toward. If students only learned how to do what they had intrinsic reasons to do, they would never learn how to discipline themselves to do those life tasks (paying taxes, housework, etc) they will inevitably have to do later.
Does extrinsic motivators kill intrinsic motivators? Pink thinks so. I am not sure. I have seen no good evidence – studies or otherwise – that tell me that one cannot have one without undoing the other. It seems to me a simple fact: in some areas – those we are interested in naturally or can come to be interested in – intrinsic motivation will always be there. In other areas – those we do more because we have to than want to – extrinsic motivators may be the only way to keep us doing the task. I find it hard to fathom that external motivators for me to do taxes (I will reward myself with x once these are done, and if I don’t do them, the government will penalize me) would ever undo intrinsic motivators in other areas. I suppose that it may be true that use of extrinsic motivation may kill intrinsic motivation ON THE SAME TASK, but that assumes that intrinsic motivation already existed for the task (and if it did, we likely would not need extrinsic motivators).
Anyhow, the motivational picture seems to me more complicated than Daniel Pink wants to suggest. We all operate with internal and external motivators. Some tasks we do because we like doing them (and some of us are lucky to be employed doing such tasks). Other things, we do because we will be rewarded or penalized externally for completing them or not. The wisdom of supervisors and teachers is to know when employees or students need external or internal motivations, not simply to fear the former group altogether.

Ronan Smith
By Pam Banks
Change is driven by technology, information and people. The pace of change is much quicker than it was even ten years ago. Change is not a product of a decision in a company but as a result of how interconnected we are with people, societies and businesses around the globe. We can see this when there is a severe storm forecast in the Gulf, gas prices in Mississauga escalate overnight.
Getting past the unusual design of the book, I found Connie’s and Deliverance’s stories very interesting. This is a fiction novel that has some historical facts about the Salem witch trials. I was expecting the historical element, but the suspense element was a nice surprise. Connie is working on her dissertation and comes across an old “recipe” book that connects her to the past and to Deliverance Dane, an accused Salem witch. Little does Connie know that the book will put her in danger as well.
I hadn’t read any of Malcolm Gladwell’s earlier bestsellers The Flipping Point and Blink, but many people I know have raved about his third book, Outliers. A friend lent it to me for a couple of weeks and I must admit I am now a fan.




Lorrie Moore’s novel A Gate at the Stairs was released to much praise and fanfare. After reading glows from the New York Times, Washington Post, and several other high profile publications I was sure I was in for something spectacular. Then I read it.
Do you think history is dry and boring? Well think again! Benjamin Merkle’s book, The White Horse King, is full of hand-to-hand battles, intrigues and betrayals. And at the center of the action is Alfred the Great, the 9th century king of Wessex (now the southern part of England). This Anglo-Saxon king has been awarded the title the Great for the many accomplishments of his reign, not least of these, the successful repulsion of the marauding Vikings. Merkle sets forth Alfred’s story in a very readable history; a history that reads more like an adventure novel.
![Change Your Mindset N#87EB9[5]](http://eclecticreview.wordpress.com/files/2009/12/change-your-mindset-n87eb95.jpg?w=97)
Sally B. Watkins M.S.W., LCSW
One book that we continue to pull out since my eldest daughter was little is The Nativity, illustrated by Julie Vivas. It uses text from the Authorised King James Version of the Bible to tell the Christmas story and the illustrations really glow and make this a wonderful book. (You might know her illustrations from other books, like Possum Magic, Wilfrid Gordon McDonald Partridge and Our Granny, or many others!)
We love this book and we never get tired of the fun CD, and of course, the twelve days of Christmas aren’t over until Epiphany, so we can keep listening until well after Christmas! (This was published in the UK and my children seem to think that the twelfth day should be ‘Drummers drumming’ and not ‘Lords-a-leaping’, but I don’t know if this is an Australian preference or a Newman-children preference. If we’re singing it along with a piano we go with my children’s preference, but we respect the CD version when we’ve got that on!)
The Twelve Dogs of Christmas by Kevin Whitlark arrived in our house just before December and (you guessed it) is a silly version of ‘The Twelve Days of Christmas’ and full of all kinds of dogs doing doggy things. We like to sing ‘Three French Poodles, Two chewed up slippers, and a fat cat in a fur treeeeeee’ very loudly. If you love dogs (and Christmas carols), you will love this picture book. It really is very silly but it’s good fun and has been read quite a few times since it first arrived.
Name of Book: The Legend of the Poinsettia

Name of Book: Guess How Much I Love You
Title: The Glass Castle
Title: Septimus Heap, Book Four: Queste 
Jamie Ford’s Hotel on the Corner of Bitter and Sweet is among the most popular books read by WWII reading challenge participants. Here are excerpts from several more reviews; click the links to read their complete thoughts.







Hope from Worthwhile Books reviewed Code Name Nimrod by James Leasor for the WWII reading challenge. Here’s what she had to say:
In the chapter titled “Why Should Suicide Bombers Buy Life Insurance?”, the authors discuss terrorism: its purpose, the response to acts of terrorism, those most likely to become terrorists, and how economics can aid in identifying terrorists.
I recently read a book that I thoroughly enjoyed. It was James Jeffers’ The Greco-Roman World. A book on the Greco-Roman background of the New Testament could be easily very boring. This book was far from boring. Jeffers is able to present a very thorough and academic treatment of the biblical background in an extremely readable and interesting way. Just about everything is dealt with, including living situations, religion, political structures, weights and measures, history, status of women and so much more. One of the things that I appreciated was that Jeffers did not just present a monolithic picture of what life was like two thousand years ago. He deals with the differences between Roman, Hellenistic and Jewish culture and also shows where they overlap and influence one another. Readers of this book will never look at the New Testament, especially Paul’s letters, the same again. If you are looking for a book to help you understand the background of the New Testament, this is the one to read.