The common view, one that underpins almost all educational enterprises that have arisen over the past 150 years, is that motivation must be instilled from without, by a pedagogically sophisticated educator. This view is understandable when education is considered a way to enforce a particular social agenda on children. From the realization that such coercion inevitably arouses antagonism came the need to convince children that society’s agenda is actually their own agenda, too; only then would children in school be able to learn effectively. The primary activity of schooling became pedagogy, instilling in children motivation to do what the school authorities wanted them to do (or, in plainer terms, seducing children to think they love spinach by looking for ways to cook it that would make it seem delicious to them).
The reason this has been such a dismal failure, especially as the information age unfolds, is that seduction is ultimately a poor tool for a long-term relationship—in this case, between a person and an area of study (Kindle 414).
If you were building it from scratch, is this what you would build?