An AWE-some Mind-Map Practice

What is awe?

• Awe is a distinct emotion we feel when we witness something vast that challenges our beliefs or understanding of the world.
• Feelings of awe have been known to be elicited by art, music, collective dance, nature, spirituality, great acts of compassion and humanity, and moments of life and death.
• Awe might be a new or abstract concept for students. It might help to tie it to the physical experience. Try describing it to students as a moment you felt goosebumps or amazed at how big or wonderous something is (like seeing a giant waterfall or an entire auditorium singing a song together).

Instructions

The Practice

• Step 1: The Mind Map:
  • Invite students to create a “mind-map” or “idea web” for a subject you are working on in class; especially a topic where students are situating themselves in a larger system or network. Each student can write a map or web for the same topic or pick their own specific aspect of something within the subject you are currently exploring. For example:
    • Where does our dinner come from (making connections between themselves and agriculture, industries, supermarkets)?
    • Map out how one individual decision (like recycling a can or not) impacts other people, other systems, the planet, etc.
    • Encourage them to make as many connections as they can think of.
• Step 2: An Awe Moment
  • Tell students:
    • Now we are going to try an activity that will help us think in a more interconnected way.
    • Science shows that experiencing moments of awe helps us see connections and see ourselves as part of a bigger system.
  • You may need to first scaffold students in understanding what awe is. Posing some of these thought questions and definitions may be helpful:
    • Have you ever heard of the word “awe”? What do you think it means?
    • Have you ever had an experience that left you overcome with wonder? That gave you goosebumps or made you feel amazed at how big something was or how small you are in comparison? Maybe seeing a giant waterfall or looking up at a tall building. Or watching a flash mob dance together, listening to a powerful piece of music, or seeing someone do something kind for someone else.
    • “You feel in awe when something takes your breath away. For example, a sky full of stars, an amazing sunset, or fireworks.”
    • Awe is an emotion we feel when we witness something vast (big) that challenges our thinking around our beliefs or understanding of the world.
  • Choose one (or more) of the following options, to elicit feelings of awe among your students:
    • Write a brief awe narrative: A story about a moment you experienced awe.
    • Watch this brief “Awe video”.
    • Read this Awe Story.
    • Go on an awe nature walk.
  • Brief check-in discussion questions:
    • What did it feel like to experience that awe moment?
    • Did you notice any awe-like emotions or sensations (like goosebumps)? It is OK if you didn’t feel or notice anything resembling awe. Different people experience awe through different things.
• Step 3: Try the “mind-map” activity again.
  • Ask students to create a new map or web on the same topic they created one for before. Again, encourage them to think of as many connections as they can.
  • Suggested script: Now we’re going to see if this awe experience will help us see more connections than we did before.
  • Optional: Invite students to create mind maps in small groups or as a whole class now on larger poster paper.

Note: Steps 2 & 3 can be done in another block or another day when you are returning to the same subject or curricular areas.
 

Optional Extensions

• For younger students or diverse learners (or just as an alternative), you can invite students to illustrate their awe experience using art.
• If you are exploring systems (for example, body systems, solar system, political systems) in your curriculum this year, consider using this exercise alongside a deeper investigation into systems. Some resources for exploring systems and companions to this practice can be found here and here.

Closure

• To wrap up this practice, invite students to share in pairs, small groups, or as a whole class. Have them reflect on all or some the following questions:
  • Did you notice a difference in your 2nd mind map? Were you able to come up with more connections after the awe practice?
  • Did you notice a change in your thinking about the mind map topic? If so, how did it change?
  • Could you see more ways in which you are connected to this system/idea?
• More discussion extension prompts:
  • What other things bring us awe?
  • What are some real-world topics or problems that could use more systemic thinking? (for example, climate change, poverty, food insecurity, homelessness)

Source

Practice inspired by works of Dr. Keltner and colleagues

Evidence That It Works

Experiments have demonstrated that when even brief moments of awe are induced, people report less of a focus on themselves and an expanded appreciation of humans’ interconnectedness. For example, in a series of 6 studies of over 2,000 people, real world and lab experiences of awe led to people feeling a smaller sense of self—in other words, they felt like one part of a larger system.

Moreover, in a study of 1,545 people from China between ages 16 -71, researchers found that feeling awe on a regular basis was associated with greater prosocial tendencies, in part through an increase in feelings of connectedness to other humans and living things.

Why Does it Matter?

When students experience awe they may be more able to appreciate interconnections and complexities of the world and move away from self-focused or limited beliefs—all foundational skills for transformative learning and prosocial citizens. For example, in two studies of over 500 mostly Dutch-speaking children between ages 8 – 13, children who watched brief movie clips that elicited awe were more likely to donate their research earnings to refugees than children who watched joy-eliciting or neutral clips.