Something odd happens when you tell someone who works in a compulsory school about all the studies that show the power of intrinsic motivation. They start to project their own biases on the data. They determine that they need to allow their students more intrinsic motivation... intrinsic motivation that they will control.
Of course, trying to control something intrinsic defeats the whole point. Yet compulsory educators will note studies demonstrating the importance of freedom, and they’ll offer it as proof that we need both freedom and control. Despite no evidence whatsoever that the control helps.
We like to avoid that trap here. You’ll find no projections of dominance onto our conclusions. Sudbury schools rely on intrinsic motivation, no control necessary.