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Removed files:
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motivation.translist
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CVSWeb URLs:
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http://web.cvs.savannah.gnu.org/viewcvs/www/philosophy/po/motivation.pot?cvsroot=www&r1=1.5&r2=0
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Patches:
Index: motivation.fr-en.html
===================================================================
RCS file: motivation.fr-en.html
diff -N motivation.fr-en.html
--- motivation.fr-en.html 12 Jan 2014 10:57:54 -0000 1.3
+++ /dev/null 1 Jan 1970 00:00:00 -0000
@@ -1,279 +0,0 @@
-<!--#include virtual="/server/header.html" -->
-<!-- Parent-Version: 1.75 -->
-<title>Studies Find Reward Often No Motivator - GNU Project - Free Software
Foundation</title>
-
- <!--#include virtual="/philosophy/po/motivation.translist" -->
-<!--#include virtual="/server/banner.html" -->
-
-<h2>Studies Find Reward Often No Motivator</h2>
-
-<h3>Creativity and intrinsic interest diminish if task is done for gain</h3>
-
-<p>
-by <strong>Alfie Kohn</strong>
-<br />
-Special to the Boston Globe
-<br />
-[Reprinted with permission of the author from the Monday 19 January
-1987 Boston Globe.]</p>
-
-<p>
-In the laboratory, rats get Rice Krispies. In the classroom the top
-students get A's, and in the factory or office the best workers get
-raises. It's an article of faith for most of us that rewards promote
-better performance.</p>
-
-<p>
-But a growing body of research suggests that this law is not nearly as
-ironclad as was once thought. Psychologists have been finding that
-rewards can lower performance levels, especially when the performance
-involves creativity.</p>
-
-<p>
-A related series of studies shows that intrinsic interest in a task—the
sense that something is worth doing for its own sake—typically declines
when someone is rewarded for doing it.</p>
-
-<p>
-If a reward—money, awards, praise, or winning a contest—comes to
be seen as the reason one is engaging in an activity,
-that activity will be viewed as less enjoyable in its own right.</p>
-
-<p>
-With the exception of some behaviorists who doubt the very existence
-of intrinsic motivation, these conclusions are now widely accepted
-among psychologists. Taken together, they suggest we may unwittingly
-be squelching interest and discouraging innovation among workers,
-students and artists.</p>
-
-<p>
-The recognition that rewards can have counter-productive effects is
-based on a variety of studies, which have come up with such findings
-as these: Young children who are rewarded for drawing are less likely
-to draw on their own that are children who draw just for the fun of
-it. Teenagers offered rewards for playing word games enjoy the games
-less and do not do as well as those who play with no rewards.
-Employees who are praised for meeting a manager's expectations suffer
-a drop in motivation.</p>
-
-<p>
-Much of the research on creativity and motivation has been performed
-by Theresa Amabile, associate professor of psychology at Brandeis
-University. In a paper published early last year on her most recent
-study, she reported on experiments involving elementary school and
-college students. Both groups were asked to make “silly”
-collages. The young children were also asked to invent stories.</p>
-
-<p>
-The least-creative projects, as rated by several teachers, were done
-by those students who had contracted for rewards. “It may be
-that commissioned work will, in general, be less creative than work
-that is done out of pure interest,” Amabile said.</p>
-
-<p>
-In 1985, Amabile asked 72 creative writers at Brandeis and at Boston
-University to write poetry. Some students then were given a list of
-extrinsic (external) reasons for writing, such as impressing teachers,
-making money and getting into graduate school, and were asked to think
-about their own writing with respect to these reasons. Others were
-given a list of intrinsic reasons: the enjoyment of playing with
-words, satisfaction from self-expression, and so forth. A third group
-was not given any list. All were then asked to do more writing.</p>
-
-<p>
-The results were clear. Students given the extrinsic reasons not only
-wrote less creatively than the others, as judged by 12 independent
-poets, but the quality of their work dropped significantly. Rewards,
-Amabile says, have this destructive effect primarily with creative
-tasks, including higher-level problem-solving. “The more
-complex the activity, the more it's hurt by extrinsic reward,”
-she said.</p>
-
-<p>
-But other research shows that artists are by no means the only ones
-affected.</p>
-
-<p>
-In one study, girls in the fifth and sixth grades tutored younger
-children much less effectively if they were promised free movie
-tickets for teaching well. The study, by James Gabarino, now
-president of Chicago's Erikson Institute for Advanced Studies in Child
-Development, showed that tutors working for the reward took longer to
-communicate ideas, got frustrated more easily, and did a poorer job in
-the end than those who were not rewarded.</p>
-
-<p>
-Such findings call into question the widespread belief that money is
-an effective and even necessary way to motivate people. They also
-challenge the behaviorist assumption that any activity is more likely
-to occur if it is rewarded. Amabile says her research
-“definitely refutes the notion that creativity can be operantly
-conditioned.”</p>
-
-<p>
-But Kenneth McGraw, associate professor of psychology at the
-University of Mississippi, cautions that this does not mean
-behaviorism itself has been invalidated. “The basic principles
-of reinforcement and rewards certainly work, but in a restricted
-context” —restricted, that is, to tasks that are not
-especially interesting.</p>
-
-<p>
-Researchers offer several explanations for their surprising findings
-about rewards and performance.</p>
-
-<p>
-First, rewards encourage people to focus narrowly on a task, to do it
-as quickly as possible and to take few risks. “If they feel
-that ‘this is something I have to get through to get the
-prize,’ they're going to be less creative,” Amabile
-said.</p>
-
-<p>
-Second, people come to see themselves as being controlled by the
-reward. They feel less autonomous, and this may interfere with
-performance. “To the extent one's experience of being
-self-determined is limited,” said Richard Ryan, associate
-psychology professor at the University of Rochester, “one's
-creativity will be reduced as well.”</p>
-
-<p>
-Finally, extrinsic rewards can erode intrinsic interest. People who
-see themselves as working for money, approval or competitive success
-find their tasks less pleasurable, and therefore do not do them as
-well.</p>
-
-<p>
-The last explanation reflects 15 years of work by Ryan's mentor at the
-University of Rochester, Edward Deci. In 1971, Deci showed that
-“money may work to buy off one's intrinsic motivation for an
-activity” on a long-term basis. Ten years later, Deci and his
-colleagues demonstrated that trying to best others has the same
-effect. Students who competed to solve a puzzle quickly were less
-likely than those who were not competing to keep working at it once
-the experiment was over.</p>
-
-<h3 id="sec1">Control plays role</h3>
-
-<p>
-There is general agreement, however, that not all rewards have the
-same effect. Offering a flat fee for participating in an experiment—
similar to an hourly wage in the workplace—usually
-does not reduce intrinsic motivation. It is only when the rewards are
-based on performing a given task or doing a good job at it—analogous to
piece-rate payment and bonuses, respectively—that
-the problem develops.</p>
-
-<p>
-The key, then, lies in how a reward is experienced. If we come to
-view ourselves as working to get something, we will no longer find
-that activity worth doing in its own right.</p>
-
-<p>
-There is an old joke that nicely illustrates the principle. An
-elderly man, harassed by the taunts of neighborhood children, finally
-devises a scheme. He offered to pay each child a dollar if they would
-all return Tuesday and yell their insults again. They did so eagerly
-and received the money, but he told them he could only pay 25 cents on
-Wednesday. When they returned, insulted him again and collected their
-quarters, he informed them that Thursday's rate would be just a penny.
-“Forget it,” they said —and never taunted him
-again.</p>
-
-<h3 id="sec2">Means to an end</h3>
-
-<p>
-In a 1982 study, Stanford psychologist Mark L. Lepper showed that any
-task, no matter how enjoyable it once seemed, would be devalued if it
-were presented as a means rather than an end. He told a group of
-preschoolers they could not engage in one activity they liked until
-they first took part in another. Although they had enjoyed both
-activities equally, the children came to dislike the task that was a
-prerequisite for the other.</p>
-
-<p>
-It should not be surprising that when verbal feedback is experienced
-as controlling, the effect on motivation can be similar to that of
-payment. In a study of corporate employees, Ryan found that those who
-were told, “Good, you're doing as you <em>should</em>”
-were “significantly less intrinsically motivated than those who
-received feedback informationally.”</p>
-
-<p>
-There's a difference, Ryan says, between saying, “I'm giving you
-this reward because I recognize the value of your work” and
-“You're getting this reward because you've lived up to my
-standards.”</p>
-
-<p>
-A different but related set of problems exists in the case of
-creativity. Artists must make a living, of course, but Amabile
-emphasizes that “the negative impact on creativity of working
-for rewards can be minimized” by playing down the significance
-of these rewards and trying not to use them in a controlling way.
-Creative work, the research suggests, cannot be forced, but only
-allowed to happen.</p>
-
-<hr />
-
-<p><em>Alfie Kohn, a Cambridge, MA writer, is the author of “No
-Contest: The Case Against Competition,” published by Houghton
-Mifflin Co., Boston, MA. ISBN 0-395-39387-6. For more information on
-this topic, see the author's website (www.alfiekohn.org) and his book
-PUNISHED BY REWARDS (rev. ed., Houghton Mifflin, 1999).</em></p>
-
-</div><!-- for id="content", starts in the include above -->
-<!--#include virtual="/server/footer.html" -->
-<div id="footer">
-
-<p>Please send general FSF & GNU inquiries to
-<a href="mailto:address@hidden";><address@hidden></a>.
-There are also <a href="/contact/">other ways to contact</a>
-the FSF. Broken links and other corrections or suggestions can be sent
-to <a href="mailto:address@hidden";><address@hidden></a>.</p>
-
-<p><!-- TRANSLATORS: Ignore the original text in this paragraph,
- replace it with the translation of these two:
-
- We work hard and do our best to provide accurate, good quality
- translations. However, we are not exempt from imperfection.
- Please send your comments and general suggestions in this regard
- to <a href="mailto:address@hidden";>
- <address@hidden></a>.</p>
-
- <p>For information on coordinating and submitting translations of
- our web pages, see <a
- href="/server/standards/README.translations.html">Translations
- README</a>. -->
-Please see the <a
-href="/server/standards/README.translations.html">Translations
-README</a> for information on coordinating and submitting translations
-of this article.</p>
-
-<!-- Regarding copyright, in general, standalone pages (as opposed to
- files generated as part of manuals) on the GNU web server should
- be under CC BY-ND 3.0 US. Please do NOT change or remove this
- without talking with the webmasters or licensing team first.
- Please make sure the copyright date is consistent with the
- document. For web pages, it is ok to list just the latest year the
- document was modified, or published.
-
- If you wish to list earlier years, that is ok too.
- Either "2001, 2002, 2003" or "2001-2003" are ok for specifying
- years, as long as each year in the range is in fact a copyrightable
- year, i.e., a year in which the document was published (including
- being publicly visible on the web or in a revision control system).
-
- There is more detail about copyright years in the GNU Maintainers
- Information document, www.gnu.org/prep/maintain. -->
-
-<p>Copyright © 1987 Alfie Kohn.</p>
-
-<p>Verbatim copying and distribution is permitted in any medium
-provided this notice is preserved.</p>
-
-<p>
-Updated:
-<!-- timestamp start -->
-$Date: 2014/01/12 10:57:54 $
-<!-- timestamp end -->
-</p>
-</div>
-</div>
-</body>
-</html>
Index: motivation.pot
===================================================================
RCS file: motivation.pot
diff -N motivation.pot
--- motivation.pot 11 Jan 2014 10:58:21 -0000 1.5
+++ /dev/null 1 Jan 1970 00:00:00 -0000
@@ -1,348 +0,0 @@
-# LANGUAGE translation of http://www.gnu.org/philosophy/motivation.html
-# Copyright (C) YEAR Free Software Foundation, Inc.
-# This file is distributed under the same license as the original article.
-# FIRST AUTHOR <address@hidden>, YEAR.
-#
-#, fuzzy
-msgid ""
-msgstr ""
-"Project-Id-Version: motivation.html\n"
-"POT-Creation-Date: 2014-01-11 10:55+0000\n"
-"PO-Revision-Date: YEAR-MO-DA HO:MI+ZONE\n"
-"Last-Translator: FULL NAME <address@hidden>\n"
-"Language-Team: LANGUAGE <address@hidden>\n"
-"MIME-Version: 1.0\n"
-"Content-Type: text/plain; charset=CHARSET\n"
-"Content-Transfer-Encoding: ENCODING"
-
-#. type: Content of: <title>
-msgid ""
-"Studies Find Reward Often No Motivator - GNU Project - Free Software "
-"Foundation"
-msgstr ""
-
-#. type: Content of: <h2>
-msgid "Studies Find Reward Often No Motivator"
-msgstr ""
-
-#. type: Content of: <h3>
-msgid "Creativity and intrinsic interest diminish if task is done for gain"
-msgstr ""
-
-#. type: Content of: <p>
-msgid "by <strong>Alfie Kohn</strong>"
-msgstr ""
-
-#. type: Content of: <p>
-msgid "Special to the Boston Globe"
-msgstr ""
-
-#. type: Content of: <p>
-msgid ""
-"[Reprinted with permission of the author from the Monday 19 January 1987 "
-"Boston Globe.]"
-msgstr ""
-
-#. type: Content of: <p>
-msgid ""
-"In the laboratory, rats get Rice Krispies. In the classroom the top "
-"students get A's, and in the factory or office the best workers get raises. "
-"It's an article of faith for most of us that rewards promote better "
-"performance."
-msgstr ""
-
-#. type: Content of: <p>
-msgid ""
-"But a growing body of research suggests that this law is not nearly as "
-"ironclad as was once thought. Psychologists have been finding that rewards "
-"can lower performance levels, especially when the performance involves "
-"creativity."
-msgstr ""
-
-#. type: Content of: <p>
-msgid ""
-"A related series of studies shows that intrinsic interest in a "
-"task—the sense that something is worth doing for its own "
-"sake—typically declines when someone is rewarded for doing it."
-msgstr ""
-
-#. type: Content of: <p>
-msgid ""
-"If a reward—money, awards, praise, or winning a contest—comes to "
-"be seen as the reason one is engaging in an activity, that activity will be "
-"viewed as less enjoyable in its own right."
-msgstr ""
-
-#. type: Content of: <p>
-msgid ""
-"With the exception of some behaviorists who doubt the very existence of "
-"intrinsic motivation, these conclusions are now widely accepted among "
-"psychologists. Taken together, they suggest we may unwittingly be "
-"squelching interest and discouraging innovation among workers, students and "
-"artists."
-msgstr ""
-
-#. type: Content of: <p>
-msgid ""
-"The recognition that rewards can have counter-productive effects is based on "
-"a variety of studies, which have come up with such findings as these: Young "
-"children who are rewarded for drawing are less likely to draw on their own "
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-"rewards for playing word games enjoy the games less and do not do as well as "
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-"manager's expectations suffer a drop in motivation."
-msgstr ""
-
-#. type: Content of: <p>
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-"Much of the research on creativity and motivation has been performed by "
-"Theresa Amabile, associate professor of psychology at Brandeis University. "
-"In a paper published early last year on her most recent study, she reported "
-"on experiments involving elementary school and college students. Both "
-"groups were asked to make “silly” collages. The young children "
-"were also asked to invent stories."
-msgstr ""
-
-#. type: Content of: <p>
-msgid ""
-"The least-creative projects, as rated by several teachers, were done by "
-"those students who had contracted for rewards. “It may be that "
-"commissioned work will, in general, be less creative than work that is done "
-"out of pure interest,” Amabile said."
-msgstr ""
-
-#. type: Content of: <p>
-msgid ""
-"In 1985, Amabile asked 72 creative writers at Brandeis and at Boston "
-"University to write poetry. Some students then were given a list of "
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-"of intrinsic reasons: the enjoyment of playing with words, satisfaction from "
-"self-expression, and so forth. A third group was not given any list. All "
-"were then asked to do more writing."
-msgstr ""
-
-#. type: Content of: <p>
-msgid ""
-"The results were clear. Students given the extrinsic reasons not only wrote "
-"less creatively than the others, as judged by 12 independent poets, but the "
-"quality of their work dropped significantly. Rewards, Amabile says, have "
-"this destructive effect primarily with creative tasks, including "
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-"more it's hurt by extrinsic reward,” she said."
-msgstr ""
-
-#. type: Content of: <p>
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-"But other research shows that artists are by no means the only ones "
-"affected."
-msgstr ""
-
-#. type: Content of: <p>
-msgid ""
-"In one study, girls in the fifth and sixth grades tutored younger children "
-"much less effectively if they were promised free movie tickets for teaching "
-"well. The study, by James Gabarino, now president of Chicago's Erikson "
-"Institute for Advanced Studies in Child Development, showed that tutors "
-"working for the reward took longer to communicate ideas, got frustrated more "
-"easily, and did a poorer job in the end than those who were not rewarded."
-msgstr ""
-
-#. type: Content of: <p>
-msgid ""
-"Such findings call into question the widespread belief that money is an "
-"effective and even necessary way to motivate people. They also challenge "
-"the behaviorist assumption that any activity is more likely to occur if it "
-"is rewarded. Amabile says her research “definitely refutes the notion "
-"that creativity can be operantly conditioned.”"
-msgstr ""
-
-#. type: Content of: <p>
-msgid ""
-"But Kenneth McGraw, associate professor of psychology at the University of "
-"Mississippi, cautions that this does not mean behaviorism itself has been "
-"invalidated. “The basic principles of reinforcement and rewards "
-"certainly work, but in a restricted context” —restricted, that "
-"is, to tasks that are not especially interesting."
-msgstr ""
-
-#. type: Content of: <p>
-msgid ""
-"Researchers offer several explanations for their surprising findings about "
-"rewards and performance."
-msgstr ""
-
-#. type: Content of: <p>
-msgid ""
-"First, rewards encourage people to focus narrowly on a task, to do it as "
-"quickly as possible and to take few risks. “If they feel that "
-"‘this is something I have to get through to get the prize,’ "
-"they're going to be less creative,” Amabile said."
-msgstr ""
-
-#. type: Content of: <p>
-msgid ""
-"Second, people come to see themselves as being controlled by the reward. "
-"They feel less autonomous, and this may interfere with performance. "
-"“To the extent one's experience of being self-determined is "
-"limited,” said Richard Ryan, associate psychology professor at the "
-"University of Rochester, “one's creativity will be reduced as "
-"well.”"
-msgstr ""
-
-#. type: Content of: <p>
-msgid ""
-"Finally, extrinsic rewards can erode intrinsic interest. People who see "
-"themselves as working for money, approval or competitive success find their "
-"tasks less pleasurable, and therefore do not do them as well."
-msgstr ""
-
-#. type: Content of: <p>
-msgid ""
-"The last explanation reflects 15 years of work by Ryan's mentor at the "
-"University of Rochester, Edward Deci. In 1971, Deci showed that "
-"“money may work to buy off one's intrinsic motivation for an "
-"activity” on a long-term basis. Ten years later, Deci and his "
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-"Students who competed to solve a puzzle quickly were less likely than those "
-"who were not competing to keep working at it once the experiment was over."
-msgstr ""
-
-#. type: Content of: <h3>
-msgid "Control plays role"
-msgstr ""
-
-#. type: Content of: <p>
-msgid ""
-"There is general agreement, however, that not all rewards have the same "
-"effect. Offering a flat fee for participating in an experiment— "
-"similar to an hourly wage in the workplace—usually does not reduce "
-"intrinsic motivation. It is only when the rewards are based on performing a "
-"given task or doing a good job at it—analogous to piece-rate payment "
-"and bonuses, respectively—that the problem develops."
-msgstr ""
-
-#. type: Content of: <p>
-msgid ""
-"The key, then, lies in how a reward is experienced. If we come to view "
-"ourselves as working to get something, we will no longer find that activity "
-"worth doing in its own right."
-msgstr ""
-
-#. type: Content of: <p>
-msgid ""
-"There is an old joke that nicely illustrates the principle. An elderly man, "
-"harassed by the taunts of neighborhood children, finally devises a scheme. "
-"He offered to pay each child a dollar if they would all return Tuesday and "
-"yell their insults again. They did so eagerly and received the money, but "
-"he told them he could only pay 25 cents on Wednesday. When they returned, "
-"insulted him again and collected their quarters, he informed them that "
-"Thursday's rate would be just a penny. “Forget it,” they said "
-"—and never taunted him again."
-msgstr ""
-
-#. type: Content of: <h3>
-msgid "Means to an end"
-msgstr ""
-
-#. type: Content of: <p>
-msgid ""
-"In a 1982 study, Stanford psychologist Mark L. Lepper showed that any task, "
-"no matter how enjoyable it once seemed, would be devalued if it were "
-"presented as a means rather than an end. He told a group of preschoolers "
-"they could not engage in one activity they liked until they first took part "
-"in another. Although they had enjoyed both activities equally, the children "
-"came to dislike the task that was a prerequisite for the other."
-msgstr ""
-
-#. type: Content of: <p>
-msgid ""
-"It should not be surprising that when verbal feedback is experienced as "
-"controlling, the effect on motivation can be similar to that of payment. In "
-"a study of corporate employees, Ryan found that those who were told, "
-"“Good, you're doing as you <em>should</em>” were "
-"“significantly less intrinsically motivated than those who received "
-"feedback informationally.”"
-msgstr ""
-
-#. type: Content of: <p>
-msgid ""
-"There's a difference, Ryan says, between saying, “I'm giving you this "
-"reward because I recognize the value of your work” and “You're "
-"getting this reward because you've lived up to my standards.”"
-msgstr ""
-
-#. type: Content of: <p>
-msgid ""
-"A different but related set of problems exists in the case of creativity. "
-"Artists must make a living, of course, but Amabile emphasizes that "
-"“the negative impact on creativity of working for rewards can be "
-"minimized” by playing down the significance of these rewards and "
-"trying not to use them in a controlling way. Creative work, the research "
-"suggests, cannot be forced, but only allowed to happen."
-msgstr ""
-
-#. type: Content of: <p>
-msgid ""
-"<em>Alfie Kohn, a Cambridge, MA writer, is the author of “No Contest: "
-"The Case Against Competition,” published by Houghton Mifflin Co., "
-"Boston, MA. ISBN 0-395-39387-6. For more information on this topic, see "
-"the author's website (www.alfiekohn.org) and his book PUNISHED BY REWARDS "
-"(rev. ed., Houghton Mifflin, 1999).</em>"
-msgstr ""
-
-#. TRANSLATORS: Use space (SPC) as msgstr if you don't have notes.
-#. type: Content of: <div>
-msgid "*GNUN-SLOT: TRANSLATOR'S NOTES*"
-msgstr ""
-
-#. type: Content of: <div><p>
-msgid ""
-"Please send general FSF & GNU inquiries to <a "
-"href=\"mailto:address@hidden";><address@hidden></a>. There are also <a "
-"href=\"/contact/\">other ways to contact</a> the FSF. Broken links and "
-"other corrections or suggestions can be sent to <a "
-"href=\"mailto:address@hidden";><address@hidden></a>."
-msgstr ""
-
-#. TRANSLATORS: Ignore the original text in this paragraph,
-#. replace it with the translation of these two:
-#
-#. We work hard and do our best to provide accurate, good quality
-#. translations. However, we are not exempt from imperfection.
-#. Please send your comments and general suggestions in this regard
-#. to <a href="mailto:address@hidden";>
-#
-#. <address@hidden></a>.</p>
-#
-#. <p>For information on coordinating and submitting translations of
-#. our web pages, see <a
-#. href="/server/standards/README.translations.html">Translations
-#. README</a>.
-#. type: Content of: <div><p>
-msgid ""
-"Please see the <a "
-"href=\"/server/standards/README.translations.html\">Translations README</a> "
-"for information on coordinating and submitting translations of this article."
-msgstr ""
-
-#. type: Content of: <div><p>
-msgid "Copyright © 1987 Alfie Kohn."
-msgstr ""
-
-#. type: Content of: <div><p>
-msgid ""
-"Verbatim copying and distribution is permitted in any medium provided this "
-"notice is preserved."
-msgstr ""
-
-#. TRANSLATORS: Use space (SPC) as msgstr if you don't want credits.
-#. type: Content of: <div><div>
-msgid "*GNUN-SLOT: TRANSLATOR'S CREDITS*"
-msgstr ""
-
-#. timestamp start
-#. type: Content of: <div><p>
-msgid "Updated:"
-msgstr ""
Index: motivation.translist
===================================================================
RCS file: motivation.translist
diff -N motivation.translist
--- motivation.translist 12 Jan 2014 10:57:54 -0000 1.6
+++ /dev/null 1 Jan 1970 00:00:00 -0000
@@ -1,15 +0,0 @@
-<!-- begin translist file -->
-<!--#set var="TRANSLATION_LIST"
-value='<div id="translations">
-<p>
-<span dir="ltr" class="original"><a lang="en" hreflang="en"
href="/philosophy/motivation.en.html">English</a> [en]</span>
-<span dir="ltr"><a lang="es" hreflang="es"
href="/philosophy/motivation.es.html">español</a> [es]</span>
-<span dir="ltr"><a lang="fr" hreflang="fr"
href="/philosophy/motivation.fr.html">français</a> [fr]</span>
-</p>
-</div>' -->
-<!--#if expr="$HTML_BODY = yes" -->
-<!-- Fallback for old position of translist; to be removed
- when translists in all translations are included before banner.html. -->
-<!--#echo encoding="none" var="TRANSLATION_LIST" -->
-<!--#endif -->
-<!-- end translist file -->
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