The present study explores how a moral dilemma discussion method in Chinese classroom settings can help develop some of the foundations of practical wisdom (phronesis). The study context focuses on Morality-and-Law classes in Chinese primary schools, which signal the beginning of the moral education curriculum. The study employs a qualitative approach, by interviewing 12 Morality-and-Law teachers from 10 Chinese Primary Schools to glean insights into the use of moral dilemma discussions in their classrooms-a tried-and-tested method of practical-wisdom cultivation. The findings suggest that whi...
