Teaching-learning Practical Wisdom (Phronesis) in Administration: A Systematic Review

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Maria Clara Figueiredo Dalla Costa Ames
http://orcid.org/0000-0002-0444-8764 orcid
Maurício Custódio Serafim
http://orcid.org/0000-0002-4852-5119 orcid


The purpose of this systematic review is to investigate how the concept of phronesis is related to education, teaching and learning in the area of Administration and organizational studies. Phronesis is defined as practical wisdom, or prudence, present in processes of deliberation, decision and action. The search for articles on Scopus, Ebsco and Web of Science found 37 articles on the subject. The analysis of these works reveals the most referenced authors, the main definitions and the main research topics regarding teaching and learning in Administration. It is approached according to five main definitions: (a) disposition for judgment or deliberation; (b) perception of context and real situation; (c) type of practical knowledge; (d) phronetic social science, and, (e) multiple definitions. The themes are: (a) Teaching and curriculum related to Administration and business ethics; (b) teacher education and training; (c) teaching and elements of phronesis; (d) philosophy of education and phronesis; (e) occupations and other higher education; and, (f) early childhood education. Its relationship with the moral virtues could be more explored, since definitions related to experiential learning predominate. Future studies could discuss practices, praxis, and action-oriented approaches.


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Ames, M. C. F. D. C., & Serafim, M. C. (2019). Teaching-learning Practical Wisdom (Phronesis) in Administration: A Systematic Review. Journal of Contemporary Administration, 23(4), 564-586. https://doi.org/10.1590/1982-7849rac2019180301