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  1. I haven't taken the course, and probably won't, simply because audio content doesn't hold my attention well. I read about 50% of this book on my Kindle a couple of years ago, and decided I needed to have a physical copy. I got one, but it's taken me a while to get back to this book, so I'm starting over again (with a pencil!). I'm a couple of (unnumbered) chapters into it. Just wondered if anyone else was reading this right and interested in sharing thoughts as you go along? I'm considering blogging through the book in an informal way, but haven't started that yet. Interaction is more interesting. From the Publisher's note (i.e., Christopher Perrin): "Wonder" is a condition for all future study. Why is that, do you think? Is this what we've actually lost when we say that someone has lost their "love of learning?" Do children innately possess this wonder or must it be inculcated in them? If it is innate, does it need drawing out or cultivating? If it is learned, that implies it can be taught, and how would one go about that? If wonder is a condition for all future study, what happens to education when there is no wonder? I don't think this is something to gloss over--I think it's really important--and if educators get this right, how much else would fall into place more easily?
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