The book’s epilogue suggests that a disciplinary tension over the experience of wonder persists today, both in scholarly debates over the relationship of wonder to aesthetics and science and in approaches to pedagogy, where teachers daily confront the question of how the impulse to wonder relates to the critical thinking we seek to cultivate in our students. The epilogue’s turn to the present moment reflects the hope that understanding the eighteenth-century discourse of wonder can help us to rethink our assumptions about how literary texts engage us, or fail to do so, in our own time.
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