Abstract

In the following pages, I make an argument on behalf of “wisdom education,” i.e., an approach to education that emphasizes the development of better thinking skills as well as socialization and the development of students’ sense-of-self. Wisdom education can best be facilitated through dialogical interactions that encourage critical reflection and modification of one’s presuppositions. This account presupposes that wisdom is given to dialectical forces. While the paper is primarily theoretical, it touches upon my work as a teachers’ educator, which almost always utilizes dialogical pedagogies in the belief that these pedagogies are potent platforms for better learning and thinking and thus are more meaningful and transformative.