In the tenth talk James talks about there are native tendencies of interest. He talks about how greater learning occurs when the audience is interested. He also talks about how it is possible to make something uninteresting interesting.
The passage “Any object not interesting in itself may become interesting through becoming associated with an object in which an interest already exists. The two associated objects grow, as it were, together: the interesting portion sheds its quality over the whole; thus things not interesting in their own right borrow an interest which becomes as real and as strong as that of any natively interesting thing.” (p. 47) is great because it is so true. When working with Dr. Henry on her Skill Up Kentucky project I saw this first hand. It was a GED program, a little different, that had older students. There was a gentle in this program that did not see the point in math but he loved construction. The teacher after learning this took the math they were learning and related it to construction. The student said to me “ I have never in my life been excited about math but I now can’t wait to go to math class. It makes so much sense and it is so easy now.” Now this was an extremely small class of 10 students so the teacher was able to do this for every student. But, how can teachers with larger classrooms do the same type of thing for their students? Or I think we should find some way to lower the number of students in a teachers classroom.
The passage “Any object not interesting in itself may become interesting through becoming associated with an object in which an interest already exists. The two associated objects grow, as it were, together: the interesting portion sheds its quality over the whole; thus things not interesting in their own right borrow an interest which becomes as real and as strong as that of any natively interesting thing.” (p. 47) is great because it is so true. When working with Dr. Henry on her Skill Up Kentucky project I saw this first hand. It was a GED program, a little different, that had older students. There was a gentle in this program that did not see the point in math but he loved construction. The teacher after learning this took the math they were learning and related it to construction. The student said to me “ I have never in my life been excited about math but I now can’t wait to go to math class. It makes so much sense and it is so easy now.” Now this was an extremely small class of 10 students so the teacher was able to do this for every student. But, how can teachers with larger classrooms do the same type of thing for their students? Or I think we should find some way to lower the number of students in a teachers classroom.
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