In my second year at university I was approached by some staff members of our university's English department to develop a theatrical production that TAUGHT mathematics.

The project was to be a part of a larger movement to try to increase interdisciplinary learning through the medium of the arts.

The deal was I could do this production in exchange for having to do my second year essay, which is normally a compulsory module, and I would be marked instead for the theatre piece. In the end it was for exactly these reasons that it fell through since I knew that the theatre piece would take a far more significant amount of time than the 7 page essay that I would otherwise be writing.

However before ducking out, I did put some thought towards what would be most suitable to teach. In the end I decided that set theory would be the way forward, and I propose this as a sensible answer to your question.

I think that there is a great motivation to teach students about set theory. At its most basic level this would be drawing Venn Diagrams, and asking them to write certain unions and intersections in disjoint forms; or one could follow a book like Halmos. But along side this the teacher can introduce the philosophical aspects, which should go some way toward arousing their interests. Further more, the historical aspect of the topic is fascinating. And (if it couldn't get better), the number of paradoxes present in the topic which are (often) easily explainable to the uninitiated means that there will be a clear sense of how deep mathematics is, and how alive it still is today.