Abstract
Wonder-full education recognises experiences of wonder as lying at
the heart of learning and education. If we accept the premise that
wonder is important for/in education, what should characterise
wonder-full education? This paper clarifies what it is like to wonder,
how the aims of wonder-full education are best described, and it
discusses three dimensions of wonder-full education: the educators,
the curriculum, and the ethos of the classroom and school. It is
argued that the success of a wonder-full curriculum hinges on the
capacities of the teacher, both her pedagogical tact and her ability
to wonder herself.
the heart of learning and education. If we accept the premise that
wonder is important for/in education, what should characterise
wonder-full education? This paper clarifies what it is like to wonder,
how the aims of wonder-full education are best described, and it
discusses three dimensions of wonder-full education: the educators,
the curriculum, and the ethos of the classroom and school. It is
argued that the success of a wonder-full curriculum hinges on the
capacities of the teacher, both her pedagogical tact and her ability
to wonder herself.
| Original language | English |
|---|---|
| Pages (from-to) | 439-454 |
| Number of pages | 16 |
| Journal | Oxford Review of Education |
| Volume | 47 |
| Issue number | 4 |
| Early online date | 28 Dec 2020 |
| DOIs | |
| Publication status | Published - 2021 |
Keywords
- wonder
- education
- flourishing
- curiosity
