Many authors have claimed a moral and educational significance for wonder. In this article Anders Schinkel assesses these claims in order to address the question whether we do indeed have reason to stimulate the sense of wonder and to provoke experiences of wonder in education with a view to its moral effects or importance. Are there moral effects of wonder — or does wonder have a moral significance — that give us a (further) reason to promote children’s sense of wonder and to attempt to elicit the experience of wonder in children? And if so, will any experience of wonder do, from a moral perspective, or do only some experiences of wonder — in specific contexts, or with a specific object — have the desired effect? Schinkel argues that, although there is certainly a case to be made for wonder’s moral (educational) importance, it needs to be made cautiously. Wonder coheres more easily with some emotions and attitudes than with others, but in the end its moral significance depends to a large extent on how we interpret or make sense of our wonder and what we wonder at. In moral education, therefore, the value of wonder depends on how it is framed and morally charged.

中文翻译：

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奇迹与道德教育

许多作者声称，奇迹具有道德和教育意义。在本文中，安德斯·辛克尔（Anders Schinkel）对这些主张进行了评估，以解决以下问题：我们是否确实有理由出于教育的道德效应或重要性而激发好奇心并激发教育中的奇迹经验。奇迹是否具有道德上的影响-或奇迹具有道德意义-使我们有（更多的）理由来促进儿童的奇观感并试图激发儿童的奇观体验？如果是这样，从道德的角度来看，任何奇观都会做到吗？或者仅在特定的上下文中或在特定的对象下，某些奇观会产生预期的效果吗？欣克尔认为，尽管肯定有理由说明奇迹在道德（教育）上的重要性，需要谨慎制作。与某些情感和态度相比，奇观更容易融合在一起，但最终，其道德意义在很大程度上取决于我们如何解释或理解我们的奇迹以​​及我们对什么感兴趣。因此，在道德教育中，奇迹的价值取决于它是如何构成和道德上的。