Opening Framing of Learning for Wisdom in the Primary and Early Years

This introduction situates Learning for Wisdom in Early Childhood and Primary School Education: Children’s Perspectives and Pathways within contemporary debates about childhood, education, and human development. Challenging deficit models that often confine wisdom to adulthood, and instead affirming children’s capacity for developmentally appropriate, relational and culturally situated engagement with wisdom. Drawing on philosophical, psychological, and cultural traditions, the chapter frames wisdom as a multidimensional process integrating cognitive, emotional, social, and ethical dimensions. Outlining six thematic parts, the chapter explores emergent wisdom in early childhood, narrative and experiential pathways, emotional and relational growth, dialogical encounters between learners and guides, and holistic approaches to whole-person development. Cross-cutting themes highlight the importance of culturally responsive pedagogy, experiential learning, and relational ethics. The introduction concludes by positioning learning for wisdom as a transformative educational aim that equips children to navigate complexity with discernment, compassion, and integrity, and sets the stage for the volume’s exploration of how wisdom can be cultivated from the earliest years of schooling.