Abstract
This paper argues for an explicit acknowledgement of the link between wisdom and learning in management education. Contending that an intellectual understanding of wisdom alone is inadequate, we adopt a phenomenological perspective and present reasons for the teaching of embodied wisdom in management education. In particular, we discuss the role of embodied, transformative learning with an emphasis on the critical role of habits for cultivating wisdom. Approaches to learning practical wisdom in management education are discussed with a focus on the role of improvisation.
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