This article examines the phenomenon of wonder in terms of its significance for pedagogical perception and practice. Drawing on the use of perception vignettes developed by Barth & Wiehl (2023), wonder is described as a distinct phase that precedes reflection: a moment of pause between sensory perception and conceptual understanding. Its epistemic potential lies in its ambivalence – between curiosity and irritation, openness and fear – for interrupts hasty categorizations and creates the conditions for a reflective pedagogical attitude. The article argues for understanding wonder as a learnable pedagogical attitude which can be a resource for building successful relationships and an educational practice that views unpredictability as an invitation to encounter one another.
Keywords: Wonder, methodology, teacher's inner attitude, humor