Phronesis as unitary ethical expertise: Educational implications for early moral development

Abstract

This article examines whether the foundations of practical wisdom (phronesis) can be cultivated from early childhood, challenging the assumption that it cannot be trained until it fully emerges in adulthood. Drawing on the monistic Aretai model, which defines phronesis as a unified form of ethical expertise composed of moral perception, deliberation, emotion regulation, and moral motivation, we argue that these skills can and should be gradually developed from the earliest stages of moral growth. Integrating philosophical analysis with empirical evidence from psychology, neuroscience, and education, we show that children possess early mental capacities—such as theory of mind, empathy and prosocial motivation—that align with the building blocks of practical wisdom. We also outline how developmental principles support its gradual formation through age-appropriate experiences. This approach reframes character education, shifting emphasis from the sequential training of discrete virtues to fostering ethical expertise as the foundation of moral character from the start of development.