By Paul Thiebaut III, 10 Books A Home Founder & CEO and Inventor of ILM Method
Sixty years of motivation research shows that students perform better in school when they are intrinsically motivated. Intrinsic Learning Motivation (ILM) Method takes full advantage of this scientific research by educating children based on their intrinsic learning motivations (ILMs). Research done on ILM Method shows that over the last 8 years high- and low-income, general and special needs students who are educated using ILM Method outperform their peers in school - in the most extreme cases, by nearly 400%.
How ILM Method (motivation education) is different from other educational methods?
- Reggio Emilia
- Summer Hill
- Progress Schools & Free Schools
Motivation education gives children 100% control over their learning. All learning, skills, knowledge, and ability development is based on where the child’s motivations lead. There are no learning or performance requirements. Children’s motivations select, direct, and sustain their entire education.
Parental and independent motivation education
While no schools or educational methods exist for motivation education besides ILM Method, motivation education dates back long before the study of human motivation. So long as people possess the capacity to be motivated, examples of motivation education can be found.
Parental motivation education - The closest to motivation education that we have identified are parents of some of society’s most successful people, such as Elon Musk, Albert Einstein, Steve Jobs, George Lucas, Mat Hoffman, and Marie Currie. These people were raised in homes that cultivated their motivations, generally to an extreme degree. Furthermore, these people later became well-known for achievements that resembled their childhood motivations. Society at large, though, doesn’t usually connect these people’s success to the fact that they were cultivating their motivations for approximately 20-30 years before they become famous for what they did. Society usually calls them “geniuses”.
Independent motivation education - A second group of people exist who discovered and cultivated their motivations independently. People like Criss Cheatham, John Madden, Laird Hamilton, Mike Tyson, Hugh Herr, and Joni Ives didn’t grow up in homes that actively cultivated their motivations. Yet, when these people discovered their motivations they reoriented their entire lives in order to pursue their motivations. Today, these people have succeeded based on their motivations. They, too, are usually referred to as “geniuses”.
Society takes human motivation for granted by calling the most methodically motivated people geniuses.
Discovery of motivation education
Inventor of ILM Method and founder of two organizations that educate children based on their motivations, Paul Thiebaut III, falls into the independent motivation education group.
When Thiebaut discovered his motivations at age 23, he immediately began reorienting his entire life in order to pursue his motivations. There was no apparent reason to reorient his life, though, because all Thiebaut was doing to pursue his motivations was reading books about poverty. Yet, within six months, Thiebaut had left a successful drug dealer life behind and enrolled in college so that he could spend all of his time learning about what motivated him.
This unlikely change in Thiebaut’s lifestyle, reading books and going to college, indicated the power of motivation education. For the decade leading up to Thiebaut’s transformation, he had lived in poverty in one of the most dangerous cities in the US, sold and trafficked drugs, been incarcerated in juvenile hall and county jail, been homeless, dropped out of high school, and more. All of that changed in an instant when Thiebaut began pursuing his motivations.
15 years after discovering his motivations, Thiebaut is the first person to attempt to end poverty and build an exponentially improved education system by educating children based on their motivations.
Evidence to support motivation education
The formation of motivation theory (ILM Theory) and practice (ILM Method) has been based on Thiebaut:
- leveraging motivations to transform his own life
- building organizations that applied and researched his motivation theory
- searching for people in the real world who used motivations as their main approach to life
- surveying motivation research to determine how well intrinsically motivated people learn, perform, and feel
Over 15 years, Thiebaut has accumulated five convincing data points that support motivation education:
- The first datapoint came when Thiebaut realized how unlikely his transformation was and that is was based on pursuing his motivations.
- The second datapoint came after Thiebaut tutored high-income, general and special needs children to above grade level outcomes using an intuitive version of ILM Method.
- The third datapoint came when Thiebaut began to study and find that people in the real world who methodically leveraged their motivations were among the most successful.
- The fourth datapoint has come from low-income, general and special needs children achieving above grade level outcomes after being tutored using a more articulated, but not fully built out, version of ILM Method.
- The fifth datapoint has come from collecting research in the fields of psychology, education, neuroscience, and management done on the impact of intrinsic motivation on learning, performance, and well-being.
For the past 60 years, motivation research has consistently shown that people at all ages are more successful personally, academically, professionally, and economically when they commit to pursuing their motivations. The evidence to support motivation education goes above and beyond what almost any educational method is able to muster.
To access many of the seminal studies, textbooks, and books on motivation, read “Motivation Research” on 10BH’s ILM Method webpage.
It’s time for motivation education.
After 15 years of pursuing his own motivations, founding organizations and inventing methods that cultivate children’s motivations, and researching outcomes that result from people pursuing their motivations, Thiebaut considers himself a motivation educator, scientist, and entrepreneur.
It is Thiebaut’s view that:
- humans can and do achieve far more when their education and life is based on their motivations
- today’s parenting practices and education system squander children’s potential by not actively and methodically cultivating their motivations