In all likelihood, therefore, the developmental students had heard the name Charles Lindbergh. It’s just that 90% never cared enough to follow through. They never looked him up in a reference book or on the web. They never asked their parents or teachers. They just shrugged and went on with their lives.
After more than 25 years teaching at the City University and State University of New York, I’ve come to the counterintuitive conclusion that the single greatest predictor of whether a student will succeed or fail in college is not what he knows when he graduates from high school but what he wants to know when he graduates from high school. Intellectual curiosity is more determinative than high test scores or good work habits because it precedes them — indeed, it causes them. The desire to know just for the sake of knowing, to pick up random facts and start drawing connections in your mind, is the hallmark of the lifetime learner.
I don’t think it’s counterintuitive at all. It’s a matter of being able to devise a way to measure it. However, having gotten the WTF? facial expression from many people when a subject like this is broached, I get the impression that the intellectual curiosity trait is not particularly widespread. There are scads of people who treat learning as a burden.
