The potential of ‘wonder’ to engage children’s spirituality

It’s so much more than pondering

Datos Bibliográficos

ID20504207
AutoresChristine Robinson (0000-0002-8938-2994, Faculty of Education, Philosophy and Theology, The University of Notre Dame, Notre Dame, Australia, autor de correspondencia)
Año2022
Volumen27
Número3-4
Páginas158-175
Fecha de publicación2022-10-02
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaInternational Journal of Children s Spirituality (JOURNAL)
Identificadores de la revistaISSN: 1364-436X • E-ISSN: 1469-8455
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/1364436x.2022.2080646
OpenAlexW4281289662
IdiomaEN
Citas recibidas8
Referencias citadas26

This paper presents findings from a qualitative investigation that sought to ascertain educators’ personal understanding of spirituality, their awareness of children’s spirituality and the pedagogical practices they used to attend to children’s spirituality. One of the key findings that emerged from this investigation was educators’ acknowledgement of wonder as a component of spirituality. However, in practice, wonder was actualised as an opportunity for pondering – for considering alternatives and thinking deeply on curriculum. Wonder is recognised in the literature as a characteristic of spirituality; it draws a person into a sense of mystery and to imagine possibilities. To ‘wonder’ is so much more than the skill of ‘pondering’. The potential of wonder in promoting young children’s spirituality needs to be more fully realised if educators are to attend to children’s needs holistically

Acknowledgement · Alternative medicine · Pedagogy · Sociology · Spirituality · Wonder · Computer Science · Education and Critical Thinking Development · Medicine · Optimism, Hope, and Well-being · Psychological and Educational Research Studies · Psychology · Social Psychology