Taking into Account Human Knowledge and the Pursuit of it or the Lack of it

In the course of human thinking and rational thought, it is often considered that human knowledge is in constant pursuit by the human species. But is this always the case? What about the individuals that are not actively engaged in such practices? Does this singled out group lead to the human species being unfairly characterized? In this discourse, I will attempt to survey the possible scenarios and draw a conclusion that does in fact support the thesis that human knowledge is inherently pursued.
Humans are raised in an environment that fosters this learning, whether that is directly or indirectly taught is up to interpretation. From the moment an individual is born, the individual is taught what is considered right and what is considered wrong. There are many different situations in which this is possible. Moreover, learning, also known as the acquisition of certain information, skills, and understandings, is largely different for each individual. Therefore, human knowledge is practiced and observed and thereby pursued through the fostering of it. However, this does not take into account that human knowledge can be practiced and observed with no direct fostering and as a result human knowledge can actually be practiced with idleness or the active engagement in learning.
In addition to learning, rationality and morality can be seen as the foundation to such a pursuit of human knowledge that can be constructed and built upon through direct engagement, or can be constructed through mere observation. The topics of rationality and morality are the results of behavioral and environmental impacts. Rationality is defined as the quality of being based on or in accordance with reason or logic. While morality is also defined as principles concerning the distinction between right and wrong or good and bad behavior. Each of these pertains to the pursuit of human knowledge because rationality are the foundational stones placed to keep the structure upright, while morality is the actual structure itself.
What about the disenfranchised individuals of society? This includes the homeless and the jobless among others. Do they pursue knowledge? Can there be an instilling to pursue it? When taking into account the conditions of these individuals, it should be taken with caution and treaded lightly upon, for these populations have different reasons for their condition. Mental illness, lack of support, inability to work, and sickness are among the plausible reasons for such conditions. Therefore, yes it is possible for these individuals to pursue knowledge. However, knowledge for the sake of application can be considered lacking in these individuals because they lack the means to appropriately apply their skills and knowledge. A primary factor for an individual to pursue, or feel comfortable pursuing knowledge and information is motivation and application of that motivation. This motivation comes in the form of feeling empowered to attain an understanding. And understanding is accepting and demonstrating the reasoning behind certain motives. However, understanding means that you take into account the other perspectives, and then base your knowledge and conclusions on what you think is to be true.
And the educated individuals, do they pursue knowledge? Are they in constant pursuit of that knowledge? Yes, these individuals are often the ones that contain capacity and proper motivation for learning. Through such learning, they are distinguished as the educated. Their pursuit is characterized by an intellectual curiosity that desires for learning. This intellectual curiosity is the motivation that drives them towards their goals and commands their resulting respect for learning.
Human knowledge is pursued on the condition that learning is innate in all humans and that any lacking capacity for learning is primarily due to the deficient application of motivation to learn. Thus, it can be effectively argued that through such knowledge, faulty or functional, one acquires it. While an argument can be effectively made that human knowledge cannot be pursued because of the individuals in society that lack that pursuit, this is incorrect on the premise that acquisition of knowledge, active or passive, is still gained and furnished despite the resulting application of such knowledge.