Eugene Peterson says:
We wake up each morning to a world we did not make. How did it get here? How did we get here? We open our eyes and see that “old bowling ball the sun” careen over the horizon. We wiggle our toes. A mocking bird takes off and improvises on themes set down by robins, vireos, and wrens, and we marvel at the intricacies. The smell of frying bacon works its way into our nostrils and we begin anticipating buttered toast, scrambled eggs, and coffee freshly brewed from our favorite Javanese beans.
There is so much here — around, above, below, inside, outside. Even with the help of poets and scientists we can account for very little of it. We notice this, then that. We start exploring the neighborhood. We try this street, and then that one. We venture across the tracks. Before long we are looking out through telescopes and down into microscopes, curious, fascinated by this endless proliferation of sheer Is-ness — color and shape and texture and sound.
After awhile we get used to it and quit noticing. We get narrowed down into something small and constricting. Somewhere along the way this exponential expansion of awareness, this wide-eyed looking around, this sheer untaught delight in what is here, reverses itself: the world contracts; we are reduced to a life of routine through which we sleepwalk.
But not for long. Something always shows up to jar us awake: a child’s question, a fox’s sleek beauty, a sharp pain, a pastor’s sermon, a fresh metaphor, an artist’s vision, a slap in the face, scent from a crushed violet. We are again awake, alert, in wonder: how did this happen? And why this? Why anything at all? Why nothing at all?
Gratitude is our spontaneous response to all this: to life. Something wells up within us: Thank you!
(from Christ Plays in Ten Thousand Places, 51)
Does your school’s education foster wonder or flatten the world? Do students doze off to the texture and intricacies of creation? Do your high schoolers seem dulled by their years in your school or enlivened? Are your students filled with gratitude?
How would education look different if educators framed the educational task as an effort to develop wonder and gratitude in students?