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Teaching for wisdom in the early years and primary schooling is both a timeless aspiration and a pressing contemporary need. This book brings together international voices to show how educators can nurture children's curiosity, ethical reflection, and resilience, moving beyond narrow measures of achievement toward deeper forms of learning.

Across three parts, the volume explores cultural wisdoms, teacher formation, and curricular traditions. Case studies range from Indigenous rights-based praxis in Australia and Latin America to Japanese teachers' professional wisdom and Russian strategies for elementary schooling. Teacher formation is examined through emotional intelligence, relational pedagogy, and the role of joy and presence in classrooms, with insights from educators whose work spans the planet. Curricular pathways highlight Daoist approaches to intercultural competence in China, Buddhist pedagogy in Australia, and Samoan communal traditions, alongside chapters on the arts and poetic inquiry. Together, these contributions demonstrate how wisdom teaching is embedded in diverse cultural, philosophical, and pedagogical contexts, offering groundbreaking perspectives on how children can be guided toward empathy, creativity, and intercultural understanding.

This book is an invaluable resource for teachers, teacher educators, and policymakers. It provides practical strategies and theoretical insights that make wisdom teaching accessible, relevant, and transformative in classrooms worldwide.

Its sister volume, Learning for Wisdom in Early Childhood and Primary School Education: Children's Perspectives and Pathways, explores how wisdom can be cultivated through learning in the early years and primary schooling.