(Guest blog by Jasen Booton)

After I responded to a post that Jasen Booton placed on LinkedIn, we connected for a zoom conversation around “curiosity and wonder” in coaching. I am delighted that he agreed to share his insights in this guest blog. Jasen currently serves as a consultant in the Kingdom of Tonga, using a coaching approach to co-construct the primary phase curriculum and support the growth and development of teachers and Ministry of Education personnel. He has a master’s in learning and teaching from University of Oxford and is a member of the Oxford Education Deanery and an accredited EMCC coach.

The Awe-struck Coach!

“Curiosity and wonder! As a coach, I’ve been using these two words interchangeably.”

This was my honest admission during a discussion with Jazz Rasool, a fellow EMCC accredited coach.  Jazz prompted me to reflect further and put my thoughts on paper. The  following extract is from my first attempt to make a distinction:

Curiosity has direction. It moves outward. It reaches, uncovers, explores. There’s agency in it – a kind of intentional reaching toward what is not yet known. And we hear this in the language. “I’m curious to know…” “I’m curious to hear…” “I’m curious to learn…” Notice the grammar. Curiosity is always followed by a ‘to’ – there is a direction of travel; curiosity announces its own intention. It has a destination, even if it doesn’t yet know the route. Curiosity is effortful – in essence it is an act of reaching. Wonder is different. Wonder is received. And again, the grammar tells us something. “I’m wondering if…” “I’m wondering about…” There is no ‘to’. No destination declared. ‘If’ holds open possibility without pursuing it. ‘About’ circles something rather than moving toward it. Where curiosity reaches towards a solution, wonder holds a question – not to resolve it, but to stay with it. Wondering is present tense and open-ended. It doesn’t arrive anywhere.

Posting my ideas on LinkedIn certainly provoked thinking, but a fellow coach asked: “what is it that makes wonder possible in the first place?” What creates the conditions for that quality of receptive, open, unhurried presence? Where does it come from?

I think the answer is awe. And I think awe deserves attention in coaching practice.

As a linguist, here is what I notice about the grammar of awe: Curiosity moves forward – I am curious to know. Wonder opens us – I am wondering if, I am wondering about. But notice what happens when we use an expression natural to us in common speech:  ‘I am in awe of you.’ The grammar points entirely toward the other person. The self steps aside: awe focuses on the coachee.

For a coach, I believe this focus of attention is significant. Awe is the threshold state. It is the moment you register that you are in the presence of someone whose complexity exceeds your existing frameworks. The weight of the story they are carrying. The particular courage it took for them to be here. The significance of this moment in their life. When that registers genuinely, you are stopped in your tracks.

The Old Norse root of to awe is agi: fright, terror. Rudolf Otto, in The Idea of the Holy, called it the mysterium tremendum – a trembling before something uncanny and overpowering. That is strong language for a coaching context. But I find myself making sense of it in my own practice.  If I’m truthful, I would acknowledge a sense of fear in the initial coaching encounter. Not fear of the coachee, but the inner fear of my own uncertainty.  What will the coachee bring today? Will I have the right questions? Will I be enough for what this moment needs? To sit with a coachee in genuine openness is to face the discomfort of not-knowing. The poet Keats named this capacity negative capability – the ability to remain in uncertainty and doubt without reaching after fact and reason. In coaching, I think negative capability begins with awe. It is awe that stops the reaching before it becomes a reflex.

In coaching to be stopped by awe, awe-struck, may be viewed as the honest acknowledgement that you do not know how the coaching encounter will go, but importantly, the not-knowing is not a deficit, it is an expression of honesty, respect and humility.  For me, I see an alignment with a coach’s beginner’s mindset.  A beginner’s mind is not simply openness as a technique. It is the genuine experience of being stopped, uncertain – facing the person in front of you without the pretence that your frameworks will offer the way forward. I am increasingly convinced that a sense of awe connects closely with a coaching way of being.

Looping back to the initial provocation: “what is it that makes wonder possible in the first place?”  I believe that when a coach allows awe to stop them, then wonder becomes possible. The coach who has been genuinely stopped is now genuinely open – not yet reaching, not yet receiving, but present enough for receiving to begin. Wonder arrives in the wake of awe. It holds the space that awe has stilled.

And from wonder, when it is ready, curiosity emerges. Not deployed. Not selected from a mental inventory. But alive – a genuine reaching toward what the coachee has just made available.

So I offer the sequence, as I now perceive it:  Awe stops you. Wonder opens you. Curiosity moves you forward.

Awe, wonder and curiosity.  Which of the three are you least practised in?

For most of us trained as coaches, I suspect it is awe. Curiosity we have been taught to cultivate. Wonder, once named, feels recognisable. But awe, the willingness to be stopped, to allow the self to step aside and point entirely toward the person in front of you – that asks something of us that no framework quite prepares us for.

And yet I am increasingly convinced it is where everything else begins.

You can contact Jasen at: jasen@gel-network.com

Find Jasen on LinkedIn.

In an earlier blog, I shared how I saw the work of Dacher Keltner,  the author of, “Awe: The New Science of Everyday Wonder and How It Can Transform Your Life,” connecting with earlier explorations that I have done around the power of Wow! in the classroom.

I described Wows as those attention-grabbing classroom events that arouse a sleepy brain. It triggers curiosity and provides a hook for memory. Wows are often multisensory and generate good feelings and a sense of quality. A wow might be an English teacher appearing in class in both dress and characterization of the heroin in the novel students are beginning to explore.

Keltner describes “Awe” as an emotion characterized by an overwhelming feeling of wonder, admiration, and reverence in response to something vast, transcendent, or extraordinary. It often involves a sense of being in the presence of something greater than oneself and can evoke feelings of humility, inspiration, and a shift in perspective. My wife and I have found pleasure in our opportunity to be living in Switzerland where the view from our apartment as well as short trips into the Alps (even the ride to our doctor’s office) often generate AWE.

I recently came across the work of Kirk Schneider who creates a distinction between what he labels as “Quick-Boil” and “Slow-Simmer” Awe.

• Quick-Boil Awe refers to intense, immediate, and often fleeting moments of astonishment. These experiences are sudden, emotional, and highly stimulating such as witnessing a solar eclipse, hearing a powerful piece of music, or being surprised by an act of kindness. While these moments leave a strong impression, they may not always lead to deep reflection or long-term change unless further nurtured.
• Slow-Simmer Awe involves gradual, evolving exposure to something that deepens over time. This type of awe might unfold through extended contemplation, repeated engagement, or deep intellectual and emotional processing—such as studying a complex piece of literature, engaging in long-term research, or witnessing the slow, patient development of a skill or artwork. Slow-simmer awe has a higher potential for transformation. Learners internalize wonder in a way that shapes their thinking or values.

Schneider’s distinction between “quick-boil” awe and “slow-simmer” awe provides a framework for understanding how awe impacts social bonding and collaboration in learning environments. Both types of awe influence interpersonal relationships, but in different ways—quick-boil awe can spark immediate emotional connections, while slow-simmer awe can foster deep, lasting bonds that enhance long-term collaboration.

Quick-boil Awe and Social Bonds

• When students experience a collective “wow” moment, they can feel an instant connection through their shared emotional response.

(A dramatic experiment in a science class captivates the class, and students naturally turn to each other to express surprise and excitement.)

• Quick-boil awe can break down social barriers, making individuals more open to collaboration and group work.

(Watching a powerful documentary on a global issue can immediately prompt students to start discussing solutions together.)

• Studies suggest that awe can increase generosity and selflessness, even in short-term interactions.

(A classroom field trip to a historical site may cause students to reflect on something larger than themselves, inspiring immediate group discussions and empathy.)

The Children’s School in Atlanta, Georgia has a program that illustrates these opportunities for awe that can build social bonds and collaboration. Fourth graders begin the year with a two-night camping trip to Black Rock Mountain State Park in the Blue Ridge Mountains. Students focus on developing camping and organizational skills by planning activities, developing menus, cooking meals, and washing their dishes.  It has always struck me that such activities make more sense at the beginning of the year so that they create opportunities to build from, rather than the end of the year as a departing celebration. (I love both if you can afford it)

Slow-Simmer Awe: Deepening Long-Term Relationships & Collective Purpose

• When students engage in awe-inspiring experiences together over time, they form deeper social bonds based on shared purpose and sustained effort. (A long-term research project on climate change, where students gradually uncover the depth of the issue, fosters a shared commitment and sense of mission.)
• Slow-simmer awe enhances group cohesion, as repeated exposure to meaningful challenges and discoveries fosters a strong sense of belonging. ( An elementary school’s year long Peer Pal program matching students in 3^rd-K, 4^th -1st and 5^th-2nd created many opportunities for awe, building personal understanding and empathy. A fourth-grade teacher shared this observation. “Low confidence students have found a leadership role. As they work with their first-grade peers, these students transform into confident mentors. As I walked through the classroom at our last meeting, I heard many fourth graders talk in a tone that I hadn’t heard before; a tone on self-assurance and fearlessness. They are proud of their relationships with their Peer Pals and take initiative to plan activities for their pals.”

Encouraging Deep Reflection and Shared Purpose

While quick-boil awe sparks immediate connection, slow-simmer awe sustains collaboration by reinforcing a shared vision and long-term motivation. A service-learning project, where students and staff spend months working toward a community goal, can build a lasting sense of connection and purpose-driven collaboration.

Middle school students at Honey Creek Community School in Ann Arbor, Michigan designed and implemented an evening simulation activity to educate their parents around issues of homeless residents in their community. Sixth, seventh and eighth graders spent weeks preparing for the simulation. They were assigned different businesses, nonprofit organizations and government agencies in Ann Arbor and Ypsilanti to represent during the simulation. They researched the services offered by each entity. Parents were assigned a character and given a short bio, which outlined their living situation and what their goals were during the simulation (finding food, taking a shower or establishing a permanent address). Students learned as they prepared and conducted the experiences that would create learning and understanding for their parents. I had the opportunity to record a podcast with the teacher and some students.

By intentionally designing opportunities for both quick-boil and slow-simmer awe, educators can enhance collaboration and deepen social bonds among students. Both types of awe play a crucial role in fostering prosocial behavior, deepening collaboration, and strengthening social bonds in educational settings. Quick-boil awe provides the spark—an emotional burst that brings people together in shared excitement. Slow-simmer awe sustains that connection, turning short-term inspiration into long-term collaboration and transformation.

How might instructional coaches and administrators build quick boil and slow simmer awe opportunities for teachers?

I recently came across the work of Dacher Keltner,  the author of, “Awe: The New Science of Everyday Wonder and How It Can Transform Your Life.” Listening to a few of his presentations has made connections for me to work that I explored years back when I wrote the book, “Wow! Adding Pizzaz to Teaching and Learning,” I had explored the concept of WOW! after reading Tom Peter’s book, “The Pursuit of Wow,” which talked about businesses wowing customers. He emphasized the importance of creating surprising and exceptional experiences for customers.

“Wow” is associated with a sudden and positive emotional reaction that exceeds expectations. It’s about delivering something unexpected and delightful, often in a commercial or customer service context. Peters’ idea of “Wow” is often linked to innovation, creativity, and customer loyalty. It’s about differentiating a product, service, or company by providing memorable and extraordinary experiences. Peter’s writing led me to explore how teachers can WOW! students from time to  time to capture increased openness and engagement in learning. It’s the English teacher who shows up to class in costume and character of the lead in the novel the class is reading.

“Awe” is an emotion characterized by an overwhelming feeling of wonder, admiration, and reverence in response to something vast, transcendent, or extraordinary. It often involves a sense of being in the presence of something greater than oneself and can evoke feelings of humility, inspiration, and a shift in perspective.

Here are a few items from a long list of experiences that can generate awe (They are quite similar to wows):

• Vastness and Grandeur: The perception of immense scale, whether in the form of vast landscapes, expansive night skies, or enormous architecture, can trigger feelings of awe.
• Beauty and Aesthetics: Extraordinary beauty, whether found in nature, art, or human creations, has the potential to evoke awe. This can include stunning sunsets, intricate artwork, or mesmerizing performances.
• Novelty and Surprise: Encountering something completely unexpected or novel can lead to awe. The element of surprise or encountering the unfamiliar can provoke a sense of wonder.
• Perceived Complexity: The appreciation of intricate patterns, systems, or phenomena can generate awe. This could involve the contemplation of the complexity of life, the universe, or even the human mind.

I connected awe to why my wife and I have found pleasure in our opportunity to be living in Switzerland where the view from our apartment as well as short trips into the Alps (even the ride to our doctor’s office) often generate AWE.

But I quickly recall how a view from our previous apartment, which overlooked a parking lot generated awe when we saw a teacher bring a group of preschool students to play in the puddles that formed in the rain. What triggers awe can vary significantly from person to person based on individual perspectives, values, and life experiences. Awe is highly subjective and can be influenced by one’s emotional state and receptiveness to wonder and amazement.

Goosebumps can be an indicator that you are having an awe experience. When people describe experiencing goosebumps while witnessing something awe-inspiring, it’s a testament to the emotional impact that awe can have on both the mind and body. It’s a physical response that reflects the depth of the emotional experience. Interestingly, we can get goosebumps listening to a story of another’s awe experience. For example, stories about acts of heroism, selflessness, and compassion can leave the listener in awe of the storyteller’s or characters’ actions.  Similarly, listening to another’s story can remind the listener of a shared human experience, emphasizing common human emotions, struggles, and aspirations, fostering a sense of awe at the diversity and interconnectedness of people’s lives.

In this video, Keltner shares that experiencing awe can produce pro-social behavior, increased creativity and sacrifice for the group which can lead to community integration, physical health, intellectual purpose and well-being. Those outcomes certainly seem worth a conscious look at how to generate awe opportunities in and out of school.

• Nature Exploration: Spending time in natural settings, such as forests, mountains, or by the ocean, can often evoke feelings of awe. Observing the beauty and grandeur of the natural world can be a powerful source of inspiration. (See earlier podcast on Forest Kindergarten.)
• Art and Culture: Visiting museums, galleries, or attending cultural events like concerts or theatrical performances can provide opportunities to encounter awe-inspiring works of art and human creativity.
• Travel: Exploring new and unfamiliar places can expose individuals to awe-inspiring landscapes, architecture, and cultures. (Some of these may be very close to your school or visited virtually)
• Mindfulness: Practicing mindfulness can help individuals become more attuned to the present moment and be more open to experiencing awe in everyday life.
• Engaging with Science and Philosophy: Learning about the vastness of the universe or contemplating philosophical questions about existence and meaning can also trigger feelings of awe.
• Social Connection: Sharing, discussing, and reflecting on awe-inducing experiences with others can enhance emotional impact.

Fostering more awe experiences is possible and can contribute to overall well-being, personal growth, and a greater appreciation for the world and one’s place in it. Cultivating awe is a way to enrich life and promote positive emotions and relationships.

Sharing teachers’ awe experiences with students is certainly a bonus I find when engaging in coaching.