Wonder: temporality and educational value

Anders Schinkel


This paper argues that wonder’s temporality and temperament help explain its educational value; and that to some extent its educational value is closely connected with its temporality and its temperament. Much of ordinary life, including education (in the common, descriptive sense of the term) has a temporality that is at odds with care-full attention to the world and allows us little time to think and reflect on the meaning of things or our own actions. Wonder interrupts that stream; it arrests our attention, lets us dwell with things, gives us pause for thought. It thus facilitates truly educational experiences that transform our outlook on the world, and whose temporality falsifies the idea of learning as a linear, additive process.


wonder; time; education; phenomenology; Richard Peters.


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