While a child’s sense of wonder is thought to come naturally, less is known about how adults foster or connect with their sense of wonder.  For the purposes of this exploration, wonder is the openness that comes when one dwells with the present moment, allowing questions to arise, rather than using wonder as a tool to answer a question (Gadamer, 2004; van Manen, 2014).  Spending time in the outdoors is a common way to engage wonder, but there may be differences in the ways adults experience their surroundings compared to children.  If teachers or parents aim to foster a child’s sense of wonder then it is important to understand how adults experience and connect to the outdoors so they can model and promote the connection for children.  This paper explores the experiences of adults in the outdoors in order to better understand the barriers and paths that may lead to wonder.  Five anecdotes from outdoor experiences are phenomenologically analyzed to better understand the lived experience of adults in the outdoors.  Themes from the anecdotes are discussed, as well as the implications for teacher education programs.

中文翻译：

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户外的职前教师：现象学探索

虽然人们认为孩子的惊奇感是天生的，但对于成年人如何培养或与他们的惊奇感联系起来却知之甚少。就本次探索而言，奇迹是当一个人活在当下时的开放性，允许问题出现，而不是使用奇迹作为回答问题的工具（Gadamer，2004；van Manen，2014）。花时间在户外是一种让人产生惊奇的常见方式，但与儿童相比，成年人体验周围环境的方式可能有所不同。如果教师或家长旨在培养孩子的惊奇感，那么了解成年人如何体验和与户外联系非常重要，这样他们就可以为孩子树立榜样并促进这种联系。本文探讨了成年人在户外的经历，以便更好地了解可能导致奇迹的障碍和路径。对户外经历的五个轶事进行了现象学分析，以更好地了解成年人在户外的生活经历。讨论了轶事的主题，以及对教师教育计划的影响。