Learning from wildlife-inspired awe

Jonathan R. Hicks, William P. Stewart

Research output: Contribution to journalArticlepeer-review


This study sought to explore the implications for individuals who experienced awe while in the presence of wildlife. A conceptual framework was adapted that integrated the theory of emotional learning with experiential learning theory. In-depth interviews brought into focus the resultant learning stemming from experiences of wildlife-inspired awe. Learning manifested through pro-environmental and prosocial behaviors in which participants’ career choices were affected as well as their advocacy for pro-environmental behaviors within their community of friends and family. In the process of chronicling participants’ stories, we developed a better understanding of the ways in which people make sense of and ultimately learn from experiences of wildlife-inspired awe.

Original languageEnglish (US)
Pages (from-to)44-54
Number of pages11
JournalJournal of Environmental Education
Issue number1
StatePublished - Jan 2 2020


  • affect
  • awe
  • emotion
  • learning
  • wildlife

ASJC Scopus subject areas

  • Education
  • General Environmental Science


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