ABSTRACT
As many chapters of this book have made clear, there are good reasons to believe that developing students’ sense of wonder during their schooling is important to their engagement with the content of the curriculum and their effectiveness as learners. Techniques can help teachers to make routine the engagement with wonder that otherwise relies on rare inspiration and intuition. “Wonder” and “technique” seem to many to be almost antithetical, and yet I want to write about the techniques we can develop for making wonder, and awe, more common and educationally effective components of all teachers’ toolkit.
