Education as a deliberate activity and purposive process necessarily involves mediation, in the sense that the educator mediates between the child and the world. This can take different forms: the educator may function as a guide who initiates children into particular practices and domains and their modes of thinking and perceiving; or act as a filter, selecting what of the world the child encounters and how; or meet the child as representative of the adult world. I look at these types of mediation (or aspects of the mediating role of the educator) at the hand of the work of John Dewey, Martin Buber, Hannah Arendt, and Richard Peters. The purpose of this paper is to explore the bearing that the mediating role of the educator—as interpreted by these authors—has on the role wonder may play in the educational process. I suggest that initiation highlights the familiarizing function of wonder, and is most readily associated with inquisitive wonder; representation draws attention to the defamiliarizing role of (in particular contemplative) wonder, as well as to its world-affirming role; and selection (the educator as ‘filter’) foregrounds the distinction between momentary and dispositional wonder.

中文翻译：

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教育作为儿童与世界之间的中介：奇迹的作用

教育作为一种深思熟虑的活动和有目的的过程，必然涉及中介，即教育者在儿童与世界之间进行中介。这可以采取不同的形式：教育者可以充当引导儿童进入特定实践和领域以及他们的思维和感知模式的向导；或充当过滤器，选择孩子遇到的世界和方式；或将孩子视为成人世界的代表。我在约翰·杜威、马丁·布伯、汉娜·阿伦特和理查德·彼得斯的作品中研究了这些类型的中介（或教育者中介角色的各个方面）。本文的目的是探讨教育者的中介作用——正如这些作者所解释的——对奇迹在教育过程中可能发挥的作用的影响。我认为启蒙强调了惊奇的熟悉功能，并且最容易与好奇的惊奇联系起来；表征提请注意（特别是沉思）奇迹的陌生化作用，以及它肯定世界的作用；和选择（教育者作为“过滤器”）突出了瞬间和性格奇迹之间的区别。