Abstract
Sternberg offers a provocative argument for teaching wisdom in schools. His unique version of wisdom, however, is based on research with adults with no evidence about the benefits of this approach for children in various grades and subject areas. Although he claims that wisdom cannot be taught explicitly, he argues to include wisdom in the educational curriculum. Sternberg's definition of wisdom is sweeping and vague; the dynamics of how multiple forces are balanced in the service of the "common good" are speculative; and the proposal ignores how curricula are adopted in the schools. Wisdom might be a fundamental pedagogical goal for teachers and students, but this brand is more conjecture than demonstrated benefit.
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