What should schools do to promote wonder?

Wolbert, Lynne; Schinkel, Anders

doi:10.1080/03054985.2020.1856648

Cited by 11 publications

(33 citation statements)

References 27 publications

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“…A first important determining variable of a wonder-supporting school policy is the school mission as described in the (written) mission and vision statement of the school (Fleming, 2014). However, the extent to which this mission is actually implemented in the daily school practice may be even more important in supporting teachers to promote wonder (Wolbert & Schinkel, 2020). Therefore, we highlight school practice as the second determining variable of a wonder-supporting school policy.…”

Section: Theoretical Framework For Wonder-full Educationmentioning

confidence: 93%

“…The first dimension refers to the teachers' teaching strategies and was regarded as the most important dimension based on the reviewed literature. The interaction between teachers and children, and the activities that the teachers use in this regard, are expected to offer the primary and most direct contribution to the likelihood that children experience wonder (L'Ecuyer, 2014; Wolbert & Schinkel, 2020). As Trotman (2014, p. 34) writes: '[T]he capacity to generate and sustain wonder will always be in the hands of the skilful educator-one who is able to nurture and enrich such moments beyond the initial "wow!"…”

Section: Theoretical Framework For Wonder-full Educationmentioning

confidence: 99%

“…Second, teachers can stimulate wonder by displaying and sharing their personal wonder experiences and fascinations (e.g. Di Paolantonio, 2019;Piersol, 2014;Schinkel, 2019;Wolbert & Schinkel, 2020). In this way, the teacher is seen as a role model.…”

Section: Teaching Strategies and Wondermentioning

confidence: 99%

“…These studies suggest that experiencing wonder increases students' intrinsic motivation to learn and to investigate, as well as their general interest in the world (e.g. Hadzigeorgiou, 2014;L'Ecuyer, 2014;Di Paolantonio, 2019;Schinkel, 2017;Wolbert & Schinkel, 2020). Also, studies propose that wonder makes students more open to (novel) experiences and encourages them to suspend judgment and set aside 'existing-potentially limiting-ways of thinking, seeing, and categorizing' (Schinkel, 2017, p. 538; see also ;Hadzigeorgiou, 2014;Opdal, 2001).…”

Section: Introductionmentioning

confidence: 99%

“…The term wonder-full education was first introduced by Egan et al (2014) and has thereafter also been used by Wolbert and Schinkel (2020) and Schinkel (2021a). These studies indicate what distinguishes wonder-full education from education in which wonder plays no important role, propose 'techniques' to generate and keep alive wonder, and describe which educational conditions promote or hinder wonder in education.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

A theoretical framework and questionnaire for wonder-full education

Conijn¹,

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et al. 2021

Journal of Curriculum Studies

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Section: Theoretical Framework For Wonder-full Educationmentioning

confidence: 93%

Section: Theoretical Framework For Wonder-full Educationmentioning

confidence: 99%

Section: Teaching Strategies and Wondermentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

A theoretical framework and questionnaire for wonder-full education

Conijn¹,

Rietdijk²,

Broekhof³

et al. 2021

Journal of Curriculum Studies

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I and Thou? Challenges to dialogical pedagogy in a diverse London secondary school

Soye

2023

British Educational Res J

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A growing body of literature suggests that ‘intercultural education’ is an important tool for transformative learning about oneself and the other. Yet little is known about the challenges and opportunities of intercultural education in practice, particularly in light of an increasing focus in Western education policy on testing and standardisation. This article uses ethnographic and focus group research in an ethnically diverse secondary school in East London to empirically explore the opportunities and challenges of intercultural education in practice. It highlights similarities between the concept of intercultural education and Martin Buber's theory of the ‘I−Thou’ encounter, suggesting that this dialogical relation has the potential to transform stereotypes and develop personhood. The research findings show how teachers at the East London secondary school employed dialogical techniques to encourage critical perspectives among their students and to cultivate their trust, a key element of I−Thou encounter. The findings also, however, draw attention to the deleterious impact of the marketised education paradigm on the dialogical relation, demonstrating how a policy focus on attainment and the narrow national curriculum limit opportunities for dialogue in the classroom and erode trust between teacher and student. The article argues that there is a clear and urgent imperative for change within the Western education system if Buber's dialogical pedagogy is to bear fruit and transformative learning is to take place.

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On Why ‘Trust’ Constitutes an Appropriate Synonym for ‘Certainty’ in Wittgenstein’s Sense: What Pupils Can Learn from Its Staging

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2024

Stud Philos Educ

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What should schools do to promote wonder?

Cited by 11 publications

References 27 publications

A theoretical framework and questionnaire for wonder-full education

A theoretical framework and questionnaire for wonder-full education

I and Thou? Challenges to dialogical pedagogy in a diverse London secondary school

On Why ‘Trust’ Constitutes an Appropriate Synonym for ‘Certainty’ in Wittgenstein’s Sense: What Pupils Can Learn from Its Staging

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