Wonder, Guarding Against Thoughtlessness in Education

Paolantonio, Mario Di

doi:10.1007/s11217-018-9626-3

Cited by 13 publications

(10 citation statements)

References 8 publications

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“…Wonder seems to be an especially powerful manifestation of affect: scholars have noted that wonder engages both body and mind (Daston & Park, 2001;Maclure, 2013b), animates further thought and can be deeply motivating (Opdal, 2001). It has also been suggested that wonder helps us to admire everyday things, be more open to the world around us (Schinkel, 2017) and might protect us from thoughtlessness (Di Paolantonio, 2018). Given the potentiality of wonder observed here and postulated across numerous philosophical works, an interesting avenue for future work would be an exploration of the role of wonder within other subject disciplines.…”

Section: A Case For Wondermentioning

confidence: 87%

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Affective knowledge versus affective pedagogy: the case of native grammar learning

Ainsworth

Bell

2020

Cambridge Journal of Education

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In recent years, there has been a growing interest in the role of affect within education.Within this paper, we make a distinction between affective pedagogy, which we refer to as ways of teaching that are designed to evoke particular emotional states, and affective knowledge, which we refer to as aspects of knowledge or knowing which seem to bring forth particular emotions organically. Using explicit grammar knowledge as a test case, we explore student teachers' affective responses to learning, drawing upon interview data and observations made during a series of grammar courses. We argue that grammar learning is a potential source of pleasure, wonder and intensity. The findings provide an important counter-narrative to the prevailing discourse of grammar as dull and threatening. We also draw broader conclusions about the significance of affect in education, drawing upon affect theory and recent work on epistemic emotions.

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Section: A Case For Wondermentioning

confidence: 87%

“…Wonder may be experienced when acquiring new knowledge, seeing something familiar in a new light (Schinkel, 2017), or in the words of Massumi (2002, p. 134) 'thinking-feeling' something new. Yet, wonder need not be related to the acquisition of knowledge for practical purposes (Di Paolantonio, 2018).…”

Section: A Case For Wondermentioning

confidence: 99%

Affective knowledge versus affective pedagogy: the case of native grammar learning

Ainsworth

Bell

2020

Cambridge Journal of Education

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“…'Wonder-full education' is education that recognises experiences of wonder as lying 'at the heart of learning' (Egan et al, 2014, preface) and the importance of wonder for and in education has been increasingly argued for recently (e.g. Di Paolantonio, 2019;Hadzigeorgiou, 2012Hadzigeorgiou, , 2020L'Ecuyer, 2014;Schinkel, 2017Schinkel, , 2020. 'Wonder-full' education is therefore also education for flourishing.…”

Section: Discussionmentioning

confidence: 99%

The flourishing child

Wolbert¹,

Ruyter²,

Schinkel³

2021

Journal of Philosophy of Education

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This paper aims to offer conceptual clarification on the use of the concept of human flourishing with regard to children. We will argue that the concept can meaningfully be applied to parts of human lives, specifically one's childhood, and discuss when we can meaningfully speak of a flourishing child. Viewing children's lives in terms of whether they are flourishing may be able to help us understand and articulate in which ways a child's life may go better or worse. This is relevant, firstly, to the overall evaluation of people's lives, and secondly, because a flourishing childhood could be instrumentally necessary for adult flourishing. But, most importantly, childhood is a period of life that is good in itself irrespective of its contribution to adult flourishing, that is, being able to be a child has intrinsic goodness. Children have particular characteristics that can optimally function in childhood. While these contribute to the overall evaluation of a flourishing life, they are not regarded as valuable only because of this contribution.

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“…20-24;cf. Arendt 1988; see also Di Paolantonio 2019). Yet in The life of the mind it seems that Arendt associates curiosity with the quest for knowledge, and wonder (among other things, perhaps) with (non-instrumental) thinking and the quest for meaning; a quest, interestingly, which in a sense aims at 'disalienating the world into which, after all, each of us is born as a newcomer and a stranger' (Arendt 1978, p.…”

Section: Implications Of the Educator's Mediation For The Role Of Wonmentioning

confidence: 96%

Education as Mediation Between Child and World: The Role of Wonder

Schinkel

2019

Stud Philos Educ

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Education as a deliberate activity and purposive process necessarily involves mediation, in the sense that the educator mediates between the child and the world. This can take different forms: the educator may function as a guide who initiates children into particular practices and domains and their modes of thinking and perceiving; or act as a filter, selecting what of the world the child encounters and how; or meet the child as representative of the adult world. I look at these types of mediation (or aspects of the mediating role of the educator) at the hand of the work of John Dewey, Martin Buber, Hannah Arendt, and Richard Peters. The purpose of this paper is to explore the bearing that the mediating role of the educator-as interpreted by these authors-has on the role wonder may play in the educational process. I suggest that initiation highlights the familiarizing function of wonder, and is most readily associated with inquisitive wonder; representation draws attention to the defamiliarizing role of (in particular contemplative) wonder, as well as to its worldaffirming role; and selection (the educator as 'filter') foregrounds the distinction between momentary and dispositional wonder.

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Wonder, Guarding Against Thoughtlessness in Education

Cited by 13 publications

References 8 publications

Affective knowledge versus affective pedagogy: the case of native grammar learning

Affective knowledge versus affective pedagogy: the case of native grammar learning

The flourishing child

Education as Mediation Between Child and World: The Role of Wonder

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