This essay considers the question of whether, and if so, how wisdom may be developed in a business school. It begins with a critical exegesis of a passage from the recent Carnegie report Rethinking Undergraduate Business Education: Liberal Learning for the Profession, unpacking the term ‘practical reasoning,’ situating it within a broader set of philosophical and organizational considerations, and framing it in terms of John Dewey’s conceptualization of wisdom as a habit. An exemplary case drawn from the author’s experience illustrates the challenges associated with the development of wisdom in an undergraduate program at a large business school in the United States. The essay concludes by gesturing toward as possible avenues for future research and pedagogical experimentation.
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