The Power of Awe: Strengthening Social Bonds and Collaboration in Learning

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?