Abstract

AbstractStudents are more likely to embrace failure in learning when they are intrinsically motivated, but formal education in the United States operates through extrinsic rewards that make failure something to fear and avoid. Accordingly, the author examines the lessons of “Failure Club,” a writing course he designed to challenge this basic pedagogical contradiction.

Journal
Pedagogy
Published
2021-10-01
DOI
10.1215/15314200-9132039
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Citation Context

Cited by in this index (2)

  1. College English
  2. Pedagogy

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