It is for this reason that I believe the first step towards making wonder an indispensable part of school science education is to help science teachers and science educators develop a sense of wonder themselves, by making them aware of the wonder in science. A retooling, therefore, of science teacher education programmes is imperative. On the other hand, the first step towards implementing a ‘wonder pedagogy’ in the context of science teacher education is to pay attention to those who have experienced wonder. Who, in reading Richard Feynman, cannot help but wonder at and about the physical laws governing our life in this cosmos?