You're right Karen, you got us started with these two questions:
We've gathered a lot of "pollen" ever since, and perhaps it's time to start making honey. After perusing the subsequent posts, here is what I collected:
😧 A pedagogy of wonder is rooted in questioning
C :Teaching children how to question in contemplation, in submission to a thing first, in delight of mystery, and in submission to maybe not finding the "answer" or the whole of the matter…
K: I think the act of wonder, on the inside, is a little bit like getting on your knees.
😧 If a pedagogy of wonder is rooted in questioning, then what kind of questioning?
😄 We have lost the art of dialectic and the pursuit of a conversation that may not end up with "one side's" insight "winning" over the other. Just a meandering of wonder, delight, or inquiry is missing in some of our deep conversations. How do we win it back?
J: Questioning is rhetorical, and being rhetorical, questioning is particular, and being particular questioning requires a context.
K: I sort of feel like the root question in wonder is "what does it mean?"
J: How does one use questions that inspire wonder rather than defensiveness/fear? To that I still maintain that thinking rhetorically is helpful, because it accepts the possibility that a soul may need something other than "the questions wonder asks" in order to be provoked to wonder.
K: From a pedagogical standpoint, do you think our hyper-focus on assessment is a help or a hindrance? Can we leave our students alone long enough for wonder to do its work?
J: …most activities need a form of assessment, but the form must match the purpose of the activity….I think that a certain kind of assessment gets naturally evoked from the right line of questioning.
Here is my summary: A teacher skilled in the pedagogy of wonder would...
Recognize the wonder that is inherent in their students
Ask questions that cultivate wonder while avoiding questions that impede wonder
Facilitate respectful, dialogical, classroom conversations
Consider context and think rhetorically
Allow sufficient opportunity for wonder to do its work and then assess their students accordingly