Nuno Crato, former Portuguese Minister of Education and a prominent mathematician, has publicly criticized the "myth of motivation" in teaching, arguing that genuine curiosity stems from a foundation of knowledge. In a recent social media post, Crato highlighted the fallacy of expecting students to develop a love for reading without first mastering the fundamental skill of reading itself.
"Só quando se sabe se pode ter curiosidade," Crato stated, attributing the quote to Josep Pla, a renowned Catalan writer. He further elaborated, "The myth of motivation is one of the most pernicious in teaching. If children don't know how to read, awaken a taste for reading, they say... as if one could like novels when one has difficulty reading!"
Crato's perspective aligns with his broader educational philosophy, which emphasizes a knowledge-based curriculum, rigorous assessment, and targeted support for struggling students. During his tenure as Portugal's Minister of Education and Science from 2011 to 2015, Crato spearheaded reforms that prioritized clear learning goals and structured content. These reforms are widely credited for Portugal's significant improvements in international assessments like PISA and TIMSS.
His approach posits that a strong grasp of foundational knowledge is a prerequisite for deeper engagement and curiosity. This contrasts with pedagogical trends that sometimes advocate for motivation and project-based learning as primary drivers, even before students have acquired essential skills. Crato has consistently argued that without a solid knowledge base, students lack the necessary framework to truly appreciate and engage with complex subjects.
Experts familiar with Crato's work note his consistent advocacy for a demanding yet supportive educational environment. He believes that by focusing on core subjects and providing effective evaluation, educational systems can uplift all students, including those from disadvantaged backgrounds. This philosophy underscores the idea that a robust curriculum and clear standards are not barriers but rather catalysts for genuine student development and intellectual curiosity.
