While teaching a Primary School Science lesson recently, I had the opportunity to observe the quality of Science we currently offer our school students, as well as to discern something of the true status of Science as it currently operates in our world. I was struck deeply by the omission of building upon children’s natural and vital sense of awe and wonder.
The lesson itself was ‘textbook’ best practice and ticked many boxes from the perspective of what is considered as good Science teaching. It was a hands-on activity with a sound theoretical foundation: students would be engaging in real life experimental design, manipulating only one variable – they were to work in teams of three with clearly assigned roles, and were outside the confines of the classroom. In addition, the students would be sharing their findings in a report.
The topic under investigation was the effects of tidal action on beach erosion, an issue common in our local area, and we had previously viewed this phenomenon at length, online.
Each group of students had constructed a model in a plastic box of how the land is eroded by the wave action of the ocean and each group was actively engaged in pushing water towards a 20cm bank of sand, using a small piece of flat plastic.
The students were having great fun with the activity but, as I observed them ‘making’ the sand bank in the tray collapse, I became acutely aware of how far short of the truth this ‘model’ of the wave phenomenon actually was.
Water contained thus in a box cannot be said to faithfully replicate the rhythms and movements of water in the oceans. Moreover, accurate measurements of beach erosion can only typically be made by a longitudinal study over an extended time period – observations naturally offered by those who have lived on a coastline for many, many years. On an even grander scale, we know that shorelines, and even landmasses, change monumentally over longer periods of time – on occasions, even disappearing completely.
A single point in time measurement of a controlled model, like this one here, is an extreme example of reducing down the truth and the grandness of Nature’s cycles quite literally, into a box.
Moreover, where was the science of the moon’s effects on the waves, or the acknowledgement that the moon’s effects are actually the Sun’s effects? Where was the understanding of the blessing of this solar gesture, or, indeed, the reasons behind intense land erosion? What about the Science of the origins and movements of the intense winds that usually accompany this activity and their purpose? Where was the sense of this synchronous interconnectedness? In short, where was the sense of awe and wonder readily felt by observing this phenomenon, an awe and wonder that children easily connect with when inspired to do so by adults?
Reducing down such a multi-faceted phenomenon to a box, as well as excluding its relationships with what lays beyond the Earth, falls far short of the Science we could be offering our children in school, a Science which could easily build upon their natural sense of awe and wonder. It is this sense of a much bigger picture, this feeling of a universal magnificence in life that we are all a part of that, as a teacher, I know children resonate with deeply.
Why does Science in general and Science in Primary Schools insist that our world and its wonder always be confined, reduced and constricted into controlled, measurable laboratory settings, whilst outside the box we observe the intricate grandeur of the Universe with an innate awe?
What are we teaching our students in Science? Is it to unfold our innate sense of appreciation, wonderment and awe at all that we are a part of? In spite of the fact that we cannot measure it…? Or is it how to reduce life to whatever can be measured singly, in isolation to everything else (1)? If we constantly reduce life, what effect does it have on us, given that we are part of the life that we are reducing?
Are we schooling children to cut themselves off from the wonder of themselves in relationship with an awe-inspiring Universe? Have we ever stopped to consider investigating this mentalisation of children’s innate impulses and are we avoiding the possibility that:
“An awe-willing outlook is just as important if not more so than what we call and or consider having an open mind, for an awe-willing outlook may further open one’s mind.” (‘Time, Space and all of us; Book 2, Space’, Serge Benhayon, p. 297)
Could it be that the suppressing of this awe in childhood is potentially as damaging as suppressing other innate impulses like love and affection? This is a discussion we educators and parents must have.
By Anonymous
References:
Further Reading:
The True Purpose of Education – One Size Fits All or Evolution?
Science is beauty
The true foundations of education – our future
This is Science
328 Comments
I know someone who is supporting their child to enter school by supporting them with hugely interesting lessons at home. Currently they are looking at the cycle of water. They are having so much fun pasting and sticking clouds, Sun, rain, etc., onto paper to explain the cycle. Very soon we are all going to the sea side to see the sea where the cycle of the rain begins. I feel it is a brilliant idea to support children to have a sense of wonderment when it comes to nature because I noticed when my child was at school just how boring the education system has made the lessons. The education system seems to dull children down rather then fill them with a sense of awe at the way nature works in cycles and with a flow that is missing from our lives.
An awareness of all that is ‘outside the box’ of the educational curriculum inspires children and all of us to awe and wonder of the Universe.
When there is no awe life is really boring and flat. Lately I have been more inclined to not take photos of something and simply enjoy the moment as it is. Because really, I rarely if ever look back at those pictures other than when deleting them to clear space. Looking at life through the phone screen diminishes the ability to take everything in and enjoy that awe.
Watching the natural awe and wonderment of a child is inspiring and as you have shared Anonymous, this level of innate investigation should be encouraged and not be shut down.
In the future we will look back at our education and realise what a farce it has been, nothing of truly any real value is taught hence why we have children to grow up and suffer as adults.
This is a great topic of conversation and one very dear to my heart because we have allowed the scientist to reduce and confine our world so that we have lost the wonder and awe at the magic that is constantly at play. How is it possible that we have reduced the magnificence of the universe into something that we seemingly do not take any notice of. We no longer look to the stars as our ancestors did there is so much light pollution most of us cannot see them any more. By confining and reducing our universe we have confined and reduced ourselves.
It actually makes me sad when I see how education impacts our children in such a negative way, we have societies full of depressed people who do not know who they are, many people have lost the magic in life and why – because we have an education system all set up around recall with little regard for the heart and body that will always be far wiser then a minds used in isolation.
An awe-willing outlook, what a great subject. That is what I had as a child, it disappeared and now is resurfacing again. I realize it’s choice to have such an outlook, I choose that.
‘ Is it to unfold our innate sense of appreciation, wonderment and awe at all that we are a part of? In spite of the fact that we cannot measure it…? ‘ I love this appreciation of wonderment not being something we can tie down, compare and measure. When we try to pin it down to a formula or to something concrete we miss how it’s not something static to be owned and displayed. It’s like trying to put a ray of sunshine into a matchstick box and capturing it – it doesn’t work.
Awe and wonder is such a beautiful quality to be with, as if offers us the opportunity to deepen our awareness of the magnificence of the rhythm, cycles and magic of the universe which inspires us to reflect and deepen our awareness of who we are, all that we are connected to and to appreciate our own innate magnificence and our inescapable part in it all.
Such a great question my sense is that we are educating our children in the most limited way. With devastating consequences.
So to turn the question round – how can we expand horizons and encourage, teach and inspire each other to look outside of the box?
Great call to foster the ‘awe-willing outlook’ of all children young and old so that we never lose our sense of being part of the universe and how we are within it. When we reduce anything by putting it in a box we lose far more than we gain.
I wonder if many science lessons manage to capture the awe and wonderment of what we are a part, ‘What are we teaching our students in Science? Is it to unfold our innate sense of appreciation, wonderment and awe at all that we are a part of?’
How do we foster and nurture that sense of awe that kids naturally experience is a great question. I think in general the way we educate kids tends to switch off our awe-button by making the world seem incredibly 2d and flat rather than turning it their awe by letting them explore just how incredible the world is…
At the moment there is a lot of media discussion around the amount of money and funding a school receives and if it is adequate or not, the question is political and is quite heavy. To me the real answer is in the quality and space we re able to give our children – deny them who they are and no amount of money will be able to offer them a ‘better’ education.
Encourage them to be who they are, and the very air we breathe becomes a true education, along with the sun, stars, nature, people, and everything that is around us and going on in the world. When we come into relationship with all of that, there is an infinite number of lessons on offer.
Beautifully said Simon – if our innate sense of wonder, awe and fascination is fostered from a young age our exploration and understanding of who we are would be in a very different place right now.
This is a great question ; ‘Why does Science in general and Science in Primary Schools insist that our world and its wonder always be confined, reduced and constricted into controlled, measurable laboratory settings, whilst outside the box we observe the intricate grandeur of the Universe with an innate awe?’
We are all the losers when science is reduced away from the grandeur of its innate relationship with every aspect of the universe and our lives within that.
This is a great article. Reading it makes me realise that when I was at school science seemed to be about testing different metals and doing measured experiments – none of which I understood or found interesting and so I wrote science off as being dull and complicated. Now I read this I can feel how amazing science and nature and the world we live in is and how this awe and amazingness is what inspires children.
You are asking a fabulous question at the end of your article pointing out that we are the ones that also are reduced when science is reduced. It feels like you are touching on a very crucial point. Could it be that our quality and understanding of life is also reduced when we reduce science?
Absolutely Elizabeth, a well joy to read this absolute truth in revelation.
I love how children have a natural wonder of the world; from crystals and rocks to feathers, leaves and water – it’s beautiful to encourage and support this natural sense of wonder and awe, rather than make subjects dull and lifeless.
‘where was the sense of awe and wonder readily felt by observing this phenomenon, an awe and wonder that children easily connect with when inspired to do so by adults?’ I can really relate to this, science can be amazing and awe-inspiring but as in my case I found science very dull and hard to understand when I was taught it. It feels like this is a such an amazing subject that it needs to be presented in an inspiring and bigger picture way so that children can engage with it and enjoy it.
What a great example this is for reducing the truth, as eduction reduces all the children who go through the system.
I recently went to a forest school with my young grandchildren – for just one morning. The learning that took place their, through play activities, was amazing. The cooperation and creativity engendered – and fun – were second to none – all outside in natural surroundings. They loved it.
The education system doesn’t foster wonder. Science is thus reduced and it is no wonder some students get put off learning. An amazing teacher can transform a subject for their students and make a huge difference in their lives. Many of us can remember a teacher who made a difference to us, in spite of the education system in their country.
An awe-inspired outlook is the only way to go when you clock the wonder in nature and in the human body. It is amazing to consider the divine design of it all and how everything is in relationship with everything whether we choose to be aware of it or not.
Awe and wonder, I cannot remember feeling much of that at school. It is very much needed however for real learning to occur.
The awe and wonder has taken second place to the drill and disease of our current education system. A great blog to awaken the wonder and awe we can often ignore in our everyday lives.
Let’s face it… Most of the world’s scientists do not go to the multidimensional aspect of the universe is offered by quantum mechanics… if they did, science and medicine will be in a very different state they are now
I absolutely love “children’s natural and vital sense of awe and wonder” as it always reminds me of a time when I was a child in awe of the world. But it seems to me that so many within society, including our educators, want to keep things neatly in a box so they can control what can go in and what can come out. And all the while our amazing Universe, which cannot be contained in any box, is forever teaching us of the magic that is on offer in every moment, magic full of awe and wonder that will delight the child within us all.
This turns science into not just proof and evidence but it makes it about science in the world, science we see and understand and can connect with. It is so much bigger than text books or formulas – it is life.
The classroom can never truly represent what we can find out there, in nature.
And so it is that when we isolate ‘the part’ from the whole it is a part of, without looking to see how it relates to this, we reduce ourselves into a way of thinking that isolates us from the grandness of the universal intelligence we are a part of.
A very great point for us all to consider, that our relationship with awe and wonderment with the movements of nature, cycles, our life here on earth in general and the universe is what inspires us to explore our innate connection to our universality, multi-dimensionality and God, who we are in essence and our true purpose for being here together.
This was awesome to read “An awe-willing outlook is just as important if not more so than what we call and or consider having an open mind, for an awe-willing outlook may further open one’s mind.” (‘Time, Space and all of us; Book 2, Space’, Serge Benhayon, p. 297)’ Thank you for sharing.
Beautiful Anonymous, this experiment you describe perfectly summarises the way we curtail and box ourselves in, instead of letting Love be felt and living in a way that lets the world know we are Universal through and through. This knowing of our multi-dimensionality is true science we can do.
We do seem to have compartmentalised ourselves, life, religion, science, philosophy, and our relationship to it all, yet in truth our power is in our knowing that all are truly and intrinsically connected, as are we to it all. The beautiful thing is that we never truly are disconnected from it all, as we can never leave all that we are, we simply need only to open ourselves up to our connection to our essence, and as you have shared, reflect the ‘more’ that we naturally are and the multi-dimensionality that we are here to live.
Science that makes sense-I love that.
Without first confirming the wonder of everything and how it is all interlinked, our knowledge and learning is at best just a small slice of the truth. We don’t need to investigate further but zoom back and see the universe as infinitely larger – then life’s mysteries start to make sense. Thanks for this lesson Anonymous.
Yes, taking an observers perspective and offer ourselves an opportunity to zoom out and consider how things inter-relate feels much smarter than reducing our vision and perspective to the minutia.
Great that there are some teachers like yourself who naturally teach and inspire the sense of wonderment of ourselves and nature, ‘What are we teaching our students in Science? Is it to unfold our innate sense of appreciation, wonderment and awe at all that we are a part of?’