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I don't know if it was a pent-up desire to learn something new or to think about something that didn't feel as out of control as, say, the plummeting value of my retirement accounts.
Did the great naturalists like Darwin, Lyell, Wilson, etc. see personal pragmatic relevance in their chosen subjects of study, or did they choose based on sheer curiosity and the desire to learn something previously unknown?
But I, like many tourists, also had a genuine desire to learn something about the history and sociopolitical dynamics of the place I was visiting, and to get closer to those dynamics than was possible in Mae Sot's expat bars.
For example, a combination of the desire to learn something for its own sake, to get a good grade, and to prepare for a certain career has been found to positively affect conceptual change (Senko et al., 2011; Taasoobshirazi and Sinatra, 2011).
A variety of motivational factors may affect students' abilities to change their ideas in science, including a desire to: learn something for its own sake, earn a good grade, prepare for a certain career, or avoid performing poorly or appearing less competent than others (Glynn et al., 2011).
You just have to have some drive and the desire to learn something new.
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If they don't, you're still on the right track: if several people think your technique is great, but your subject matter leaves something to be desired, that's an opportunity for self-reflection and to learn something.
His stepmother doubtless encouraged Lincoln's taste for reading, yet the original source of his desire to learn remains something of a mystery.
You need to learn something.
You try to learn something from it.
Students create video games to learn something.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com