International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Original article | International Journal of Progressive Education 2013, Vol. 9(1) 109-118

Where’s Wonder?

Fred Burton

pp. 109 - 118   |  Manu. Number: ijpe.2013.037

Published online: February 15, 2013  |   Number of Views: 39  |  Number of Download: 281


After 36 years of working as a progressive educator in American schools, the author notes the near absence of joy, passion, and imagination that today‘s students experience.          He asks,

―Where‘s wonder?‖ In this essay, the author makes a case for the role of wonder in learning as he reflects on his work with schools and museum educators at the Columbus Museum of Art‘s Center for Creativity. After sharing his own perspectives on  wonder,  he  further explores and frames the idea by reconsidering two concepts from two major philosophers and practitioners of progressive education: 1) the late progressive philosopher and physicist David Hawkins and 2) educator Eleanor Duckworth. Drawing inspiration from the preschools of Reggio Emilia, the author then makes a special case for wonder as a group endeavor that contributes to something larger than the individual.

Keywords: role of play in education; progressive education history; arts in education

How to Cite this Article?

APA 6th edition
Burton, F. (2013). Where’s Wonder? . International Journal of Progressive Education, 9(1), 109-118.

Burton, F. (2013). Where’s Wonder? . International Journal of Progressive Education, 9(1), pp. 109-118.

Chicago 16th edition
Burton, Fred (2013). "Where’s Wonder? ". International Journal of Progressive Education 9 (1):109-118.

  1. Czikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and  invention.  New York: Harper Collins. [Google Scholar]
  2. DePaola, T. (1996). Strega Nona. New York: Little Simon. [Google Scholar]
  3. Dewey, J. (1938).  Education and experience.  New York: MacMillan. [Google Scholar]
  4. Duckworth, E. (1972). The having of wonderful ideas. Harvard Education Review, 42(2), 217-231. [Google Scholar]
  5. Easley, J. (1990). Stressing dialogic skill. In Duckworth, E., Easley, J., Hawkins, D., Henriques, A. Science education: A minds-on approach for the elementary years (pp. 61-95).  Hillsdale, New Jersey: Lawrence Erlbaum Associates. [Google Scholar]
  6. Edwards, C., Gandini L., and Forman, G. (1998). The hundred languages of children: The reggio emilia approach--advanced reflections.  Westport, CT: Ablex Publishing. [Google Scholar]
  7. Engle, S. (Winter, 2011). Children‘s need to know: curiosity in schools. Harvard Education Review, 81(4), 625-645. [Google Scholar]
  8. Hawkins, D. (1965).  Messing about in science.  Science and Children, 2(5), 5-9. [Google Scholar]
  9. Hawkins, D. (2002). The Informed Vision: Essays on Learning and Human Nature. New York: Agathon Press, 1974. [Google Scholar]
  10. Palmer, P. (1998).      The courage to teach: Exploring the inner landscape of a teacher‘s life. San Francisco: Jossey-Bass Publishers. [Google Scholar]
  11. Project Zero, and Reggio Children. (2001). Making learning visible: Children as individual and group learners. Reggio Emilia, Italy: Reggio Children. [Google Scholar]
  12. Silbermann, Charles. (1973) The open classroom reader. New York: Vintage. [Google Scholar]