I think I know what you mean. Sometimes students tell us they are only here to get a better job, better pay, better life, etc. They often list extrinsic motivators as their reasons for attending school. The student I'm thinking of doesn't have a great attitude for learning, and they seem to see education as the means to the end, not as the vastly enlightening center for discussion and insight that we instructors often perceive. Despite recognizing what you mean by the phrase "not in their nature," I think we need to be careful here. I believe it is in their nature to be intrinsically motivated, just not about school, and we have to teach them what 'intrinsic motivation' means. For this, start with something simple, like what the student plans to do for fun sometime this week. If they play basketball, why? Or going to club, why? These choices probably have at least a few intrinsic motivators. Then the challenge is to translate these types of motivations into the context of the students' education, which given our current systems of public education, it's not very surprising we aren't producting autonomous, intrinsically motivated students. Without getting on that soap box, we need to redefine education for them in a way that, in the terms of this course, gives them more autonomy and security to contribute to their own education. We need to give them more power when many of them are used to being powerless in an educational setting. This is very new for some students and can be a bit of a culture shock.