by Jake Betz

Created on: May 27, 2009

Being "interesting" has nothing to do with age. It is not about fame, or a lack thereof. It doesn't necessarily depend on one's occupation, place of residence or a lifelong commitment to vice or virtue.

Someone succeeds at being interesting if he or she manages to capture and maintain our attention. It takes talent, knowledge, a compelling life story, or a combination of these, to make a person interesting. And the essence of being interesting is entirely subjective, because, after all, we all do not share the same "interests."

The sextuplets on "Jon and Kate Plus Eight" are interesting to reality TV aficionados because of their unique family circumstance and their parents' marital problems. Other preschoolers will merit only passing attention from us, unless they are cherished members of our own family.

Or take Cody McCasland, a 7-year-old from Texas. Born with a rare birth defect, Cody, who possesses a winning personality and impressive determination, is a double above-knee amputee. That hasn't stopped him from competing in athletics and serving as an inspiration to other physically challenged children as well as servicemen who were injured in war. Anyone who saw his story reported on television wasn't able to turn away. Our interest in Cody stems from his amazing story and his ability to live life to the fullest. There would have been a mad rush for the channel turner, however, if the television report just focused on a typical 7-year-old from Texas who enjoys sports and likes school.

Our hearts go out to an elderly woman when we hear she has to sell family memorabilia so she can be properly cared for in a nursing home. But when we learn that woman is Milvina Dean, 96, a Titanic survivor, our interest goes beyond mere sympathy. Although she was only two months old when that esteemed vessel encountered the fateful iceberg, she was present at one of the most talked-about disasters in history and her story demands our attention.

Think back on your school days. Some classes seemed to pass quickly, while others dragged on as though time itself seemed to stop. This was partly the result of your affinity (or not) for the subject matter, but it also depended on the teachers' ability to engage you in the subject. Teachers' success at being interesting had everything to do with their knowledge of the material, their understanding of educational techniques and their energy level, and absolutely nothing to do with their chronological

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