Imagine that you’re a 6-year-old elementary school student – this should be relatively easy for you. But, what is coming next might be a bit hard, especially if you were born and raised in a historical American family. Imagine your mom sits besides you while you’re playing piano, and all of a sudden she squawks, “Oh my God, you’re getting worse and worse.” Or even more harshly, “If the next time’s not PERFECT, I’m going to TAKE ALL YOUR STUFFED ANIMALS AND BURN THEM! (Chua, 28)” Scary? Unimaginable? Surprisingly, those words came from the mouth of Amy Chua, a Chinese-descent Professor of Law at Yale University, in her confession book, “Battle Hymn of The Tiger Mother”. Many Western parents repulse Chua’s strategy in motivating her children, but whether you choose to believe it or not, it gets her kid into Harvard. In contrast, similar to many Western parents, in his book, “Drive”, Daniel Pink argues that motivation should come from individual internal locus of control, which means giving the person autonomy in order to gain mastery, and to provide a sense of purpose in every action they do. Pink’s theories of motivation seem to be overly simplified and lack of real world application. Disapproving Pink’s theories, I believe that pressure, dictation and painful experiences are also essential aspects of motivation.
According to Daniel Pink, threat is a form of Motivation 2.0, or better known as carrot-and-stick, and he clearly opposes it, but he does not realize that the pressure created from external motivator such as threat can be an extraordinarily effective energizer. He would argue it uses the concept of “if-then”, it turns play into work, and even, he would say it is a de-motivator. But is it true? Amy Chua’s experience proofs the otherwise. Thanks to her mother rough method of motivating her children, by the age of 9, Chua’s eldest daughter won a local piano award after hours of grueling and tenacious practice-and-practice to master the piece, perfectly. (29) Surprisingly, the threat, which Pink argues as a concept of “if-then” that could hamper one’s motivation, has turned into a “now-that” reward. In Chua’s eldest daughter scenario: Now that I have endured the pain and worked hard to master the piece, I got the recognition. Other than getting accepted into Harvard University, Chua’s eldest daughter, Sophie, turns out to be an accomplished pianist.
But, plethora of people, specifically Western educated people, might be in favor of Pink’s theories. Supporting Daniel Pink’s arguments, Edward Deci and Richard Ryan of University of Chicago rephrase external motivation and internal motivation, into what they called “autonomous” and “controlled motivation”, where they claim, “. . . controlled motivation involves behaving with the experience of pressure and demand toward specific outcomes that come from forces perceived to be external to the self. (Pink, 90)” And by giving the evidence from the experiment of investment bankers, Deci and Ryan insists that autonomous motivation results in “enhancement in job satisfaction, in turn, led to higher performance to the job (91)”, and controlled motivation will only destroy one’s creativity. However, one thing they fail to see: pressure drives people more effectively and efficiently than Deci and Ryan expected. How? For instance, let’s just say like writing this essay.
At this point, some readers would probably skeptical about Chua’s method of motivation and concern about the validity of my argument on Deci and Ryan’s theory. “Are Pink, Deci, and Ryan’s theories all wrong?” No! Nor would I say that we must use “controlled motivators” instead of internal motivators in order to motivate other people. But rather, pointing out that the internal motivators, such as autonomy, might only show their best results in several settings, and might not work in other environments. The same condition is also noteworthy in applying Chua’s method.
For the majority of Asian students, getting A means average, B stands for bad, C makes your parents cry, D stands for death, and F is not even considered as a grade – because Asian kids know, they must never get F – and honestly, there is nothing worst than death, hence, triggering the rage of their parents. Generally speaking, it is the Asian parents who are responsible for planting this mindset on their kids, and creating the stereotype among Asian students themselves. That being said – in Eastern culture, parents dictate their children on almost every single thing.
To the extreme, these are the things that Chua’s daughters were not allowed to do: (1) attend a sleepover, (2) have a playdate, (3) be in a school play, (4) complain about not being in a school play, (5) watch TV or play computer games, (6) choose their own extracurricular activities, (7) get any grade less than an A, (8) not being #1 student in every subject except gym and drama, (9) play any instrument other than the piano or violin, (10) not play the piano or violin. (Chua, 3) As mentioned earlier, this list might be a little extreme, because in reality, even majority of Asian parents are much more looser in dictating what their children can do, or cannot do. But basically, in a setting like parenting, dictation works. Although it may not be considered as a motivator, dictation holds a secret that Pink’s theory of autonomy fails to solve: human tendency to slack off.
The four essentials: task, time, team, and technique do not always work. Daniel Pink undermines human’s capability of doing evil when they are given too much autonomy. The question is: How much autonomy should be given? It depends. The best part of Motivation 2.0 is the presence of manager, a structurally powerful position that supervises and subordinates other employees. Manager itself is the raison d'être for preventing what Pink has underestimated.
But, how come companies like Best Buy, 3M, Zappos.com, and other companies work? Like the author of Tribes, and Purple Cow, Seth Godin puts it,
“. . . If I maintain [that] autonomy, I fail. I fail to ship. I fail to excel. I fail to focus. I inevitably end up either with no product or a product the market rejects. The art of the art is picking your limits. That’s the autonomy I most cherish. The freedom to pick my boundaries.” (Pink, 95)
The essence of Gordin argument is that, the authorities in one company should act like parents in one nuclear family. They need to set boundaries on how much autonomy over task, time, team and technique should be given to their employees, like parents dictate their children what to do, and what not to do. That way, autonomy works.
Both Chua and Pink are stubborn. Trying to convince them to meet their arguments halfway is like trying to convince Republicans and Democrats to agree on, basically, everything; it just wouldn’t work. But surprisingly, one thing they are both agree; gaining mastery and obtaining a sense of purpose is painful – but again, with a difference.
Daniel Pink is an agreement with Carol Dweck, a psychology professor at Stanford University and the author of Mindset, that Mastery is a mindset. (120) They both believe that to gain mastery, a learning goal is needed, instead of performance goal. “Getting an A in French class is performance goal,” they say, “Being able to speak French is a learning goal. (122)” Moreover, mastery is also a pain. In order to gain mastery, researchers have found, “perseverance and passion for long-term goals (124)”, is the best predictor of success. As psychologist Anders Ericsson suggests, mastery requires effort (difficult, painful, excruciating, all-consuming effort) over a long time. Endorsing Ericsson’s suggestion, Dweck says, “ It would be an impoverished existence if you were not willing to value things and commit yourself to working toward them. (125)”
Meanwhile, Amy Chua has a different opinion on mastery is a pain. She believes that “painful” must also includes insults and screams. Words like “garbage”, “humiliation”, and other cold-demeaning words are the sources of the pain, in which she insists that, “[I] was just motivating [my daughter].” Written in her book, she maintains that,
“. . . nothing is fun until you’re good at it. To get good at anything you have to work,. . .which is why it is crucial to override [their] preferences. Once [they] starts to excel something – whether it’s math, piano, pitching, or ballet – he or she gets praise, admiration, and satisfaction. This builds confidence and makes the once not-fun activity fun.” (Chua, 29)
In other words, what Chua’s belief partially contradicts with Pink and Dweck’s theories. In Chua’s arguments, she suggests that the goal will only come out after a reward is obtained, and the effort must be driven from external factor before we acquire the reward and turns it to internal factor.
But, based on my own skepticism on what Pink says and what Chua believes, I believe both concepts go hand-in-hand together, and do not exist arbitrarily.
Summing up, Amy Chua does not solely represent all of “Asian parents” with their demanding Eastern parenting style, nor does the word “Western” represent all permissive Western parenting style (e.g the non-spanking group). But rather, the reason why I’m comparing two cultures and disapproving Pink’s theories is because I feel like Pink is too utopian,. Additionally, I’m also not truly in favor of Chua’s method. Human beings are too complex, accordingly, both Pink and Chua’s theories must go hand-in-hand depend on the circumstances.