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- CMU would be driven by controlling the environment in order to achieve their goals.
- Graham has much more encouragement towards creativity and freedom within boundaries.
- CMU would value personal morality as the overall goal.
- Graham would value God's pleasure and praise/glory as the ultimate goal.
- CMU would be quicker to value one particular aspect of a student for what is needed in the moment to achieve the moral/academic goal while a Christian teacher should be much more aware of teaching to the WHOLE students at all times.
- CMU would treat and value a student based on what they can contribute.
- Graham would treat and value a student based on the dignity that God gives them, the fact that they are made in His image, no matter what.
- CMU shares that motivation is what helps to determine and direct what students do to learn.
- Yes, the above statement is true, but we can point students toward the motivation that we were made to rest in, His pleasure, where true satisfaction rests (yes motivated, but not a striving energy so much as a gratitude energy)

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All Truth is God's truth (Kim) SIMILARITIES: 

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All Truth is God's truth (Kim) SIMILARITIES: 

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This is one point that I think ties the whole purpose for this conversation together. It's so important for me to remember that any research done that contradicts God's truth has a fault in it, whether done by Christian or non-Christian researchers/institutions (Graham or CMU). Many of their frameworks seem to overlap. I think the purpose/motivation behind WHY we learn and WHAT we learn is actually the HUGE differing factor.
Here are some SIMILARITIES:
-Students do learn best by making connections and assimilation, building on past learning.
-CMU and Graham agree that the environment (safe or not) does affect the ability or the ways in which our students learn.
-Yes, students are social and emotional beings (CMU) and they are also rational, creative, responsible, critical and free (Graham). They are whole beings.
-God made human beings to seek purpose as a way of "ordering" and bringing meaning to life, so the idea that a student's "motivation determines, directs, and sustains what they do to learn makes every bit of sense.
-Students don’t know how to control their learning on their own, evaluating and accessing their own strengths and weaknesses. They develop the skills to engage in this process. Students don’t know how to control their learning on their own, evaluating and accessing their own strengths and weaknesses. They develop the skills to engage in this process.

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I am sorry for joining the conversation this late. I was in my sister's wedding yesterday, but now I am ready to jump in.

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The CMU goals seem more driven towards personal achievement where Graham speaks to we learn to glorify God.
*This book that Graham wrote is truly refreshing. I have been taught the way the CMU article presents ideas and yes it was more for personal achievement, and I love Graham's perspective on being an image bearer and in all things glorifying God and when we do that we feel connected to what we are doing. This was evident in my personal life, I just never related it to teaching. (Courtney)
- I agree that it was refreshing to apply this to all areas of life. I think at times we get caught in our careers and what the focus should be. Graham really made us think.-Kevin

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Both seem to talk about the role of a positive and/or negative environment set limitations/opportunities for students. And help determine how they will retain/receive information. However Graham makes sure to note that just because an environment is bad doesn't mean the outcome for the learner will be that way.
- I agree Courtney God can do what ever he wants wherever he wants. We hear so many stories of students in bad situations doing great things in their lives! (Dirks)

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Positive environments shape a positive outcome for students and if our hearts are touched positively good behavior will foster through.
*- That was a nice explanation of the heart. Since it's the main source so we as teacher need to create a positive environment.  That can make or break a heart if it's to be touched like you mentioned. (Kevin)
**Thanks Kevin- I relate it to my middle school kiddos often. They are at an age where they are influenced by so much, and they are also at an age where they are super moldable and so curious, it is important to me that they have that positive environment and have positive interactions that touch their hearts. (Courtney)
- I do think many great things come from positive environments, but since we live in a world of sin is it possible for things we did not expect to also come from positive environments? I am curious what your answers are. I know from time to time that I believe I have every thing possible to create a positive environment but someone tries to drag you down.
* Yes I believe that things can come from a positive environment.  If an environment is positive,  things may be going well but that may also develop jealousy or envy or pride between students, between teachers and that is a result of our sinful nature.- Kevin

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CMU was more focused on goal-directed practice coupled with targeted feedback.
Graham -He feels that learning is more than intellect storage. There is more to learning than just pounding the information and storing it all up.
- I just posted then read through these and I completely agree.  We need to realize that God has blessed us with the ability to reason. (Dirks)

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Students will be guided by their actions.  They are social, emotional, and spiritual beings so they are still developing and learning what interests them.
- I do agree to an extent that student love to learn about what interests them but I think the unknown can also be a motivator to some students as well. It is up to us to condition their behaviors by being excited about  what we teach as well! (Dirks

Good point, Kevin. It wasn't until my 3rd year of college that I realized I wanted to teach, so I think it's important for us to keep experiencing all types of things so that our beliefs are challenged. Let's face it; right now the news is filled with racial conflict - if you've never been in a racially stressed situation, it's much different than if you've been in a mono-racial environment or even a healthy, peaceful multi-racial situation. Being in any of those three situations will develop a set of beliefs that then, in turn, can turn into actions. Those actions, though, in how they turn out,  can also sculpt beliefs somewhat. Aren't we amazingly complex people? And we're only a fallen image of our God! :)

**I really enjoyed this comment and I agree with Dirks on this that sometimes its the unknown that is a motivator for students, and then the sense of accomplishment and the sense of joy when they figure something out or find something that interests them is all that more exciting. And we are amazingly complex! So crazy how each and everyone of us is so different and we each bring different gifts! (Courtney)
- I really like the piece you discuss with the unknown being a motivator. Sometimes not knowing the end result is a huge motivator for students as well as teachers. – Kevin

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Learning and teaching techniques should line up with God's image while the other looks at all avenues to learn and teach. (Kevin)

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Learning and teaching techniques should line up with God's image while the other looks at all avenues to learn and teach. (Kevin)

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Learning & Motivation touch the heart and increase learning which gives the student direction. (Kevin)

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Learning & Motivation touch the heart and increase learning which gives the student direction. (Kevin)

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Bad environment does not always mean bad situations will happen (Dirks)

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Bad environment does not always mean bad situations will happen (Dirks)

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God can take something bad and make it into something great! Story of Joseph
*- Great point. I think that's true of some schools in lower socioeconomic areas. Just because they are in a bad environment doesn't mean good can't come from it. Great example too using Joseph - (Kevin).
**This is true, I think however it brings up some challenges for the students in those types of situations. I know from personal teaching experiences that good can come from bad environments. And I think a lot of it lies on how their school environment is. I had so many kids in my first job where school was their safe haven from bad environments. It was definitely a ministering field for me. I loved being able to be that nurturing, safe place kids could go. (Courtney)

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It is important that we provide a safe and supportive environment in school.
*I agree with this as a similarities. Both propose the importance of how an environment can effect a student and it is important that we provide that safe place for them to be. In many cases, we are the only safe/supportive place that these kids have. (Courtney)