Yet it seems increasingly clear that the chief impediments to learning are not cognitive in nature. It is not that students cannot learn, it is that they do not wish to. Computers do not suffer from motivational problems, whereas human beings do. We have not found ways to program children so that they will learn the information we present to them as computers do. Unfortunately, cognitive science has not taken adequate notice of this fact, and hence the current cognitive emphasis on teaching is missing out on an essential component of what learning is about.

Of the two main forms of motivation -- extrinsic and intrinsic -- I focus primarily on the second kind. Although both are needed to induce people to invest energy in learning, intrinsic motivation, which is operative when we learn something primarily because we find the task enjoyable and not because it is useful, is a more effective and more satisfying way to learn.

The claim is that if educators invested a fraction of the energy on stimulating the students' enjoyment of learning that they now spend in trying to transmit information we could achieve much better results. Literacy, numeracy, or indeed any other subject matter will be mastered more readily and more thoroughly when the student becomes able to derive intrinsic rewards from learning. At present, however, lamentably few students would recognize the idea that learning can be enjoyable.

When people enjoy whatever they are doing, they report some characteristic experiential states that distinguish the enjoyable moment from the rest of life. The same dimensions are reported in the context of enjoying chess, climbing mountains, playing with babies, reading a book, or writing a poem. They are the same for young and old, male and female, American or Japanese, rich or poor. In other words, the phenomenology of enjoyment seems to be a panhuman constant. When all the characteristics are present, we call this state of consciousness a flow experience, because many of the respondents reported that when what they were doing was especially enjoyable it felt like being carried away by a current, like being in a flow.

A teacher who understands the conditions that make people want to learn -- want to read, to write, and do sums -- is in a position to turn these activities into flow experiences. When the experience becomes intrinsically rewarding, students' motivation is engaged, and they are on their way to a lifetime of self-propelled acquisition of knowledge.

Fortunately, many teachers intuitively know that the best way to achieve their goals is to enlist students' interest on their side. They do this by being sensitive to students' goals and desires, and they are thus able to articulate the pedagogical goals as meaningful challenges. They empower students to take control of their learning; they provide clear feedback to the students' efforts without threatening their egos and without making them self-conscious. They help students concentrate and get immersed in the symbolic world of the subject matter. As a result, good teachers still turn out children who enjoy learning, and who will continue to face the world with curiosity and interest.

It is to be hoped that with time the realization that children are not miniature computing machines will take root in educational circles, and more attention will be paid to motivational issues. Unless this comes to pass, the current problems we are having with education are not likely to go away.

There are two main ways that children's motivation to learn can be enhanced. The first is by a realistic reassessment of the extrinsic rewards attendant to education. This would involve a much clearer communication of the advantages and disadvantages one might expect as a result of being able to read, write, and do sums. Of course, these consequences must be real, and not just a matter of educational propaganda. Hypocrisy is easy to detect, and nothing turns motivation off more effectively than the realization that one has been had.