What inspires you to learn?

Originally asked

Vox, to writers and thinkers, 9 Questions, 2017

This exact prompt is one of Vox's nine recurring questions about intellectual habits.

You answer as yourself. Nobody on FLAPSS answers as anybody else.

Recorded David Hare said elsewhere, not written here
they did what good teachers are meant to do, which is inspire you to love literature.

Jasper Rees, Q&A, The Arts Desk, 10 October 2009 source ↗

Others on this question

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Christiane Nüsslein-Volhard Developmental biologist; Nobel laureate in Physiology or Medicine, 1995
I think a very big curiosity. I’m very curious and I like to understand things and not only science but also other things where I just try to find out why things work or how things work. Science and nature caught my attention as a small child already. I was growing up in a city but we had a garden and I loved the garden and then often on vacation I was at a farm and I loved these animals and plants and so on, so I was attracted very early on and then we had a very good teaching actually at my … I don’t know whether my teachers really had much of a role because I was determined very early, but then I also did music and I did languages and Literature and so on. I have broad interests actually other than science, but this is really true, this curiosity.
Recorded Marika Griehsel, Interview at the 53rd Lindau Nobel Laureate Meeting, 30 June–4 July 2003, Nobel Prize Outreach, 1 July 2003 source ↗
Ernst Mayr Naturalist and evolutionary biologist
I always think about things, and if something puzzles me… Well, that of course was one of Darwin’s secrets. Whenever something puzzled him, he tried find a theory. He made a conjecture, as (Karl) Popper would call it, and see if it worked out and that’s true even today.
Recorded Academy of Achievement interview, 5 April 2001 source ↗
Mario Molina Atmospheric chemist; Nobel laureate in Chemistry, 1995
I have also benefited from teaching; as I try to explain my views to students with critical and open minds, I find myself continually being challenged to go back and rethink ideas. I now see teaching and research as complementary, mutually reinforcing activities.
Recorded Laureate-written autobiography, provided by the laureate in November 2007, Nobel Prize Outreach, 1 November 2007 source ↗
Richard Feynman Theoretical physicist; Nobel laureate in Physics, 1965
The questions of the students are often the source of new research.  They often ask profound questions that I’ve thought about at times and then given up on, so to speak, for a while.  It wouldn’t do me any harm to think about them again and see if I can go any further now.  The students may not be able to see the thing I want to answer, or the subtleties I want to think about, but they remind me of a problem by asking questions in the neighborhood of that problem.  It’s not so easy to remind yourself of these things.
Recorded Excerpt from “Surely You’re Joking, Mr. Feynman”, Engineering and Science / Caltech Magazine, 1985 source ↗

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