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Educating for Practical Wisdom, Teaching What Cannot Be Taught: Critical Reflections on Fostering Wisdom in Business Schools

Educating for Practical Wisdom, Teaching What Cannot Be Taught: Critical Reflections on Fostering Wisdom in Business Schools

Saif Allah Allouani, Abla Berrada
Copyright: © 2023 |Pages: 16
ISBN13: 9781668478691|ISBN10: 1668478692|ISBN13 Softcover: 9781668478738|EISBN13: 9781668478707
DOI: 10.4018/978-1-6684-7869-1.ch009
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MLA

Allouani, Saif Allah, and Abla Berrada. "Educating for Practical Wisdom, Teaching What Cannot Be Taught: Critical Reflections on Fostering Wisdom in Business Schools." The Role of Educators as Agents and Conveyors for Positive Change in Global Education, edited by Jabbar A. Al-Obaidi, et al., IGI Global, 2023, pp. 209-224. https://doi.org/10.4018/978-1-6684-7869-1.ch009

APA

Allouani, S. A. & Berrada, A. (2023). Educating for Practical Wisdom, Teaching What Cannot Be Taught: Critical Reflections on Fostering Wisdom in Business Schools. In J. Al-Obaidi, J. Boivin, & M. Rao (Eds.), The Role of Educators as Agents and Conveyors for Positive Change in Global Education (pp. 209-224). IGI Global. https://doi.org/10.4018/978-1-6684-7869-1.ch009

Chicago

Allouani, Saif Allah, and Abla Berrada. "Educating for Practical Wisdom, Teaching What Cannot Be Taught: Critical Reflections on Fostering Wisdom in Business Schools." In The Role of Educators as Agents and Conveyors for Positive Change in Global Education, edited by Jabbar A. Al-Obaidi, Jacquelynne Anne Boivin, and Madhusudana N. Rao, 209-224. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-7869-1.ch009

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Abstract

This chapter addresses the critical need for education for wisdom in business and management education. After a critical review of the outcomes of the traditional pedagogical tenet, an operational framework for practical wisdom education is proposed, suggesting three components of wisdom learning: wise knowing, wise feeling, and wise judging. The second part of the chapter discusses the challenges of implementing wisdom education in the business school context. First, the authors highlight the requisite paradigm shift from knowledge-driven learning toward wisdom-driven one and then present some initiatives for fostering practical wisdom in the business classroom. The chapter concludes by gesturing toward possible avenues for future research and empirical inquiry into wisdom teaching practices.

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