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The best way for a teacher to let student become interested in a subject is to help them know how to use it in their lives outside school. Our interest in a subject is influenced by many things. For subjects with direct, practical applications outside of school, this extracurricular significance may be a huge factor in determining a students interest in it. In these cases, it would be suitable to teach them about the subjects significance outside of school. For subjects that dont have many practical applications, however, this may not be the case. For a subject like art, for example, teaching students about its significance outside of school may actually have the opposite effect. Art has very little practical utility, and I say this as someone who absolutely loves art. It is a fairly noncontroversial viewpoint, reinforced by the fact that art funding is universally one of the first things sent to the chopping block during government budget crunches. Its true significance is even debated by those in the art world--this is something I can personally attest to, having been party to many of these debates while studying art during my M.A. program. For those not already inspired by art classes, learning about arts extracurricular significance is probably not going to be the best way to get them excited about it. The same could be said of philosophy. Philosophy, at least in the Western tradition, used to have practical applications. That was several hundred years ago, back when science still comprised a branch of philosophy. Nowadays, people will reflexively cringe when they hear you have a philosophy degree. And who could blame them? Philosophy is almost by definition an airy pursuit--its name comes from the term philosophia, Greek for the love of wisdom. Loving wisdom is not an employable skill-set, and I have a feeling that teaching students about this lack of practical utility will do little to sway the unconverted. Why should they get excited about a subject with no o