Wonder: Education Reimagined
Why Wonder?
John Dewey (1916) famously said that “education is the fundamental method of social progress and reform”.
Yet today, those powerful words have been turned on its head. Education is now the fundamental method of perpetuating an oppressive and earth destroying system that impedes progress and change.*
Why Wonder ?
Because we need to question the state and purpose of education - is education truly preparing students for an uncertain future? Why is education not contributing to the well-being of students? To the flourishing of all? How is education meaningful and relevant now that we have entered the anthropocene?
Because we need to bring back this sense of wonder into learning. Learning is supposed to be a life-giving discovery process that promotes growth and well-being. How can this sense of discovery and joy, instead of stress and drudgery, be reclaimed?
Because we need to resist the Neoliberal story where learning is now framed as competition and a private good, that is the assumed pathway to personal success. How can we reframe learning as collaboration and for the greater good of all?
Let's Wonder and Reimagine Education!
References
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. Macmillan.
*See Dismantling the Iron Cage of Neoliberalism (Ho, 2025)
The Wonder Praxis
1. Learning is a Social Good
The commodification of education is everywhere. Learning is now viewed and marketed as a private good, emphasizing personal advancement, career success, and individual achievement. This is in contrast to the understanding of education as a social good that benefits communities and society at large. Shifting the narrative from personal enrichment to communal empowerment is how the transformative potential of learning for the greater good of all can be reclaimed (Ball, 2003; Biesta, 2009; Brown, 2015; Freire, 1970; Giroux, 2013; hooks, 1994; Nussbaum, 2010 and Polanyi, 2024).
2. Learning is Co-Creation
Learning is a co-creation between learner and teacher, learner and learner; moving away from the traditional "sage on stage" model where educators merely impart knowledge. Through such a dynamic, learners' unique perspectives and experiences, along with nurturing guidance of teachers, play a vital part in the discovery process that leads to the co-creation of new knowledge. This approach fosters deeper understanding and critical thinking, empowering learners to take ownership of their learning while encouraging curiosity. Ultimately, this co-creation enrich the educational experience, promoting a more democratic and meaningful pursuit of knowledge for all involved (Dewey, 1938; Freire, 1970; Mason, 1886; Montessori, 1967 and Vygotsky, 1978).
3. Learning is Authentic
Authentic learning emphasizes connecting educational experiences to real-world contexts, allowing learners to engage with genuine problems. By tackling real-world issues, students develop critical thinking, problem-solving, and collaborative skills essential for a meaningful life. Project-based learning initiatives immerse students in community projects that address local needs, fostering agency and social responsibility. This alignment enhances motivation and engagement while preparing students to become informed contributors to their communities, equipped to tackle future challenges (Dewey, 1938; Herrington & Oliver, 2000; Krajcik & Blumenfeld, 2006; Lombardi, 2007; Miller, 2016; Thomas, 2000; Wiggins & McTighe, 2005). teaching and learning
4. Learning is Spacious
Learning is about allowing learners to explore their potential while engaging with diverse ideas and perspectives. The original word for education, "educere", literally means "to lead forth". When there is roominess, students are able to think critically, ask questions, and collaborate, fostering a sense of agency and community. Spacious learning also accommodates different styles and needs, enabling individuals to flourish uniquely. This is in sharp contrast to education today that tends to view learners as factory-like "batches" and making uniformity and ease of management the priority instead ((Brunner, 1996; Dewey, 1916; Freire, 1970 and Robinson, 2009)