In a short but provocative reflection, Prof. J. Budziszewski calls curiosity the enemy of wonder. In so doing, he is drawing a distinction between the desire for knowledge—itself a good thing—and the elevation of that desire to the highest good, one which can then seek fulfillment at all costs:
The problem is that the curiosity-as-holiness line is carelessly undiscriminating, and at best half-true.
Here is the true half: In itself, the knowledge of truth is good. Aristotle says philosophy begins in wonder. John Paul II says everyone wonders, and in that sense everyone is a philosopher. Thomas Aquinas says it is man’s natural vocation to seek truth, especially the truth about God. We are made, among other things, to know, as no other animal is made to know.
But the way one goes about pursuing knowledge may be right or wrong….
Mere curiosity is to the tender love of truth as voyeurism is to marital love. That is why the ancients made distinctions. They accounted wonder a natural inclination, and the humble pursuit of knowledge to be a high virtue. But they reserved the word curiositas for seeking knowledge in ways it never should be sought.
At most universities—and especially in most science departments—the party line is that education should be about awakening a person’s natural curiosity, that is, their desire for knowledge . There is not, in principle, anything wrong with awakening a desire to know in a person, and indeed, the actual desire to know itself is a good thing. Indeed, knowing may be counted among the highest human goods (along with loving).
However, although knowing itself is among the highest goods of man, it cannot be the final end of education. Broadly speaking, there are two kinds of knowledge, one which is theoretical and one which is practical. The former should lead to understanding and then to contemplation and at last to loving; the latter should lead to right action. Therefore, inculcation of virtue is an important part of a true education, yet this is at best ignored entirely, but more often outright contradicted (as being old fashioned, or as forcing morality on others) or otherwise undermined (e.g. by being replaced with some other moral system) in many of the hallowed halls of education.
Curiosity itself cannot therefore form a sound basis for education, since it elevates the search for knowledge above the actual ends of knowledge. Worse still, knowledge can be sought licitly or illicitly, morally or immorally: it may be sought through good means or evil.
A few extreme examples should suffice. The experiments of the Nazis on their prisoners are fairly well known and documented. Closer to home, it is well known that there are “enhanced interrogation techniques” (torture) which have been in use by the US against Islamic militants as an attempt to gain knowledge about possible future terrorist attacks (or even to attempt to find other militants); if this is not sufficient as an example of “badly gained” knowledge, then one could easily imagine such techniques being used by a more corrupt regime to obtain less vital information, that is, to gain knowledge which is frivolous as a military matter: torturing men to learn answers to less pressing questions . Finally, there are the various nuclear bomb tests which were conducted during the Cold War without concern as to the . All of this is to show that there is, in other words, such a thing as “morbid curiosity” in a very literal sense.
What, then, is the cure to curiosity, that is, the antidote to the desire to seek knowledge at all costs? Professor Budziszewski calls curiosity the enemy of wonder, and states that wonder—which leads to “the humble pursuit of knowledge”—is a high virtue. In his discussion of wonder as the basis for philosophy , Josef Pieper wrote that
In wonder, there is something negative and something positive. The negative aspect is that the person who feels wonder does not know something, does not grasp something–he does not know, “What is behind it all”; as Thomas puts it, “The cause of our wonder is hidden to us.” He who feels wonder does not know, or does not know completely, does not comprehend. He who knows does not feel wonder. It could not be said that God experiences wonder, for God knows in the most absolute and perfect way. And, further: the one who wonders not only does not know, he is intimately sure that he does not know, and he understands himself as being in a position of not-knowing. But this un-knowing is not the kind that brings resignation. The one who wonders is one who sets out on a journey, and this journey goes along with the wonder: not only that he stops short for a moment, and is silent, but also that he persists in searching. Wonder is defined by Thomas in the Summa Theologiae, as the desiderium sciendi, the desire for knowledge, active longing to know.
But along with not-knowing, and not-giving-up, wonder is also… joy, as Aristotle said, and the Middle Ages agreed with him: omnia admirabilia sunt delectabilia–the source of joy and the source of wonder are the same thing. One might even venture to say that wherever spiritual joy is to be met with, the wonderful is also there, and where there is a capacity to feel joy, there is also a capacity to feel wonder. The joy of one who is astounded is the joy of a soul that is beginning something, of a soul that is always ready and alert for something new, for something unheard of.
Pieper continues by noting that the one who wonders and does philosophy has hope and so is superior the the one who doubts all knowledge, but yet he is inferior to the one who finally knows (or “understands”). Wonder is thus a counter to both curiosity—the insatiable desire for knowledge at all costs—and to doubt of all knowledge, which the epistemological despair which likewise ruins philosophy .
So far, I have limited my discussion to the merely secular considerations of wonder or curiosity as opposing bases for the pursuit of knowledge. By this I mean that everything which has been said so far can be accessed by the light of human reasoning alone. However, as Catholics we can go a step further and look to the light of revelation. A good Catholic education will include a beginning with wonder, just as a good secular education would—but we must go beyond only wonder at not knowing. The end of a good secular education must be increase in knowledge and understanding, and hopefully the development of virtue. A good Catholic education also means a growth in wisdom with the hope of developing saintliness.
Therefore, a good Catholic education has an additional basis, a theological basis which aims it towards wisdom. Wisdom is ultimately a gift of the Holy Spirit (as are knowledge and understanding in the theological sense), and means desiring heaven and heavenly things above earth and earthly things. We are told, moreover, that the beginning of wisdom is another of the gifts of the Holy Spirit; we read in Sirach  that
“All wisdom comes from the Lord and is with him for ever….The fear of the Lord delights the heart, and gives gladness and joy and long life. With him who fears the Lord it will go well at the end; on the day of his death he will be blessed. To fear the Lord is the beginning of wisdom…To fear the Lord is wisdom’s full measure…The fear of the Lord is the crown of wisdom” (Sirach 1:1, 12-14, 16, 18).
This, then, is a basis for the specifically Christian mode of education. If it is the more difficult basis, it is also the more important. Curiosity might be excited and wonder inspired, but fear of the Lord is a gift which can only be inculcated with the help of grace. Still, we must try and we must pray, and in the meantime we might wait in wonder.
 Prof. Budziszewski has apparently observed this “curiosity as the highest aim of education” in the liberal arts (he is a professor of government and philosophy at the University of Texas at Austin). I have likewise noticed its prevalence in the various physics departments of which I have been a member as student, instructor, or guest, and have heard it in conversations with other instructors.
 Perhaps this latter scenario is not too far-fetched, as it is debatable whether “enhanced interrogation” has been used with much success. On the other hand, one could easily imagine a criminal torturing an innocent person to gain access to something of value.
 From Leisure: The Basis of Culture, pp. 106-107, translated by Gerald Malsbary. Italics and ellipsis both appear in the original.
 The main discussion of wonder is in Leisure: The Basis of Culture, pp. 100-110, but he follows this up with a brief discussion of the specifically Christian mode (or modes) of philosophy as opposed to non-Christian philosophy. He counters the claim that Christian philosophy is content with simple (and therefore implicitly dismissable) answers to philosophical questions. He notes that good Christian philosophy possesses mysteries, which are in turn both true and yet not fully knowable by man, and which are hence a uniquely Christian source of wonder.
 We read something similar in Proverbs: “The fear of the Lord is the beginning of knowledge; fools despise wisdom and instruction….The fear of the Lord is the beginning of wisdom, and the knowledge of the Holy One is insight.” (Proverbs 1:7 and 9:10).