The Educational Importance of Deep Wonder
The Educational Importance of Deep Wonder
Bibliographic Data
| ID | 11951456 |
|---|---|
| Authors | Anders Schinkel (0000-0003-3929-1418, corresponding author) |
| Year | 2017 |
| Volume | 51 |
| Issue | 2 |
| Pages | 538-553 |
| Publication date | 2017-02-16 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Philosophy of Education (JOURNAL) |
| Journal identifiers | ISSN: 0309-8249 • E-ISSN: 1467-9752 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/1467-9752.12233 |
| OpenAlex | W2589094017 |
| Language | EN |
| Citations received | 28 |
| References cited | 6 |
That wonder is educationally important will strike many people as obvious. And in a way it is obvious, because being capable of experiencing wonder implies an openness to (novel) experience and seems naturally allied to intrinsic educational motivation, an eagerness to inquire, a desire to understand, and also to a willingness to suspend judgement and bracket existing – potentially limiting – ways of thinking, seeing, and categorizing. Yet wonder is not a single thing, and it is important to distinguish at least two kinds of wonder: active wonder(ing), which entails a drive to explore, to find out, to explain; and deep or contemplative wonder, which is not inherently inquisitive like active wonder and, as a response to mystery, may leave us lost for words. Claims for wonder’s importance to education and science often do not distinguish between the two, but whereas for active wonder that importance seems obvious, this is much less so for deep wonder, which by its very nature rather seems to be anti-educational. Yet in this paper I explore exactly the educational importance of deep wonder. This importance is found to lie, not just in its motivational effects – real though they are – but in making us attend to the world for its own sake, and making us aware of the limits of our understanding
Aesthetics · Contemplation · Epistemology · Limiting · Wonder · Education and Critical Thinking Development · Engineering · Global Educational Policies and Reforms · Philosophy · Psychological and Educational Research Studies · Psychology
Kant on wonder as the motive to learn
El asombro
Being, play, leisure, and recreation
The Experience of Inspiration in Natural Landscapes
Wild Pedagogies in Practice
Affective knowledge versus affective pedagogy
What should schools do to promote wonder
Ineffable education, the uncommunicable and the uncommunicated
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A theoretical framework and questionnaire for wonder-full education
The Image of a Man in Khanty Fairy Tales
Wonder and curiosity beyond the obvious—a dynamic model of bodily and verbal understandings of these phenomena
The image of a working person in the story by G. D. Lazarev «Sorneng Tov
Creating authentic connectedness online through a shared experience of ‘not-knowing’
Mutual flourishing as an ideal aim of education
An Observational Investigation of How Exhibit Environment and Design Intersect to Influence Parent–Child Engagement
A form of leisure to treat busyness and enframing
Lost in wonder
The flourishing child
Learned ignorance
Curiosity, Wonder and Museum Education
Education as Mediation Between Child and World
Wonder, Guarding Against Thoughtlessness in Education
Meaning in Life and the Vocation of Teaching
Human Flourishing, Wonder, and Education
Educating for Eupsychia
Apophatic Inquiry
| Unique citing works | 28 |
|---|---|
| Citations per year | 3.5 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 28 |