Psychologists often view little children as motivationally ‘innocent’ and ‘uncorrupted’ because they seem to possess a natural curiosity about the world and an inherent desire to learn. This is, in fact, often cited as a proof that motivation to learn, just like the ability to acquire language, is an innate characteristic of the human species. Therefore, in an ideal world where the learners' curiosity and inherent motivation has not as yet been curbed or diminished by a student-unfriendly school system, all learners are eager to learn and the learning experience is a constant source of intrinsic pleasure for them.

Classroom teachers in primary and secondary schools, however, tend to have perceptions that are in a sharp contrast with this idyllic view. Instead of all those keen pupils who - according to the theory - should be eagerly absorbing the morsels of wisdom offered to them, what they can see is rather reluctant youngsters who are totally unaware of the fact that there should be an innate curiosity in them, let alone a desire to learn. The regrettable fact is that if school children could freely choose what to do, academic learning for many would most likely feature very low on their agenda. Let's face it: school attendance is compulsory, and the content of the curriculum is almost always selected on the basis of what society - rather than the learners themselves - considers important (Brophy, 1998).