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ERIC Number: ED345200
Record Type: Non-Journal
Publication Date: 1992
Pages: 16
Abstractor: N/A
Reference Count: N/A
Working Wonder.
Lustie, Suzanne
There is a need to expand the notion of acceptable thinking practices to include nontraditional thinking and wonder. Such an approach can help students learn to deal with ambiguity. The unique design of ambiguous thought evokes wonder, discovery, interrelationships, and new connections. Ambiguous thinking refrains from making unequivocal statements and presents a number of possibilities for the thinker to arrange or distill. To allow students to confront ambiguity and embrace uncertainty will help them deal with the ambiguity of the human condition. They will have more opportunities to relate to other human beings, to be flexible in a changing job market, and to break out of isolation and loneliness. If students are not allowed to explore, question, or wonder, they will face future jeopardy unprepared. Students should be invited to discuss how they feel about issues, and to write out their reflections. Teachers should avoid one-sided lecturing that does not allow for critical thinking response by students. Young people need to function as apprentices, who reflect, empathize, imagine, think, and talk. Examples of classroom discussions show teachers and students engaging in wondering sessions, and working toward solutions to problems. Such an "introduction to learning" can equip students with the critical ability to become educated people engaged in the process of discovery. (SG)
Publication Type: Reports - Descriptive; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A