The concept of phronesis enters educational discourse at various levels of engagement, and it continues to fascinate and frustrate educational theorists in equal measure. This article begins by charting the vagaries of three educational discourses on phronesis, and by eliciting insights from the recently burgeoning wisdom research within psychology. Mindful of the fact that making progress in the educational study of phronesis is not only a conceptual or philosophical endeavour but also an empirical one, the article elicits and illustrates 22 testable (but as yet mostly untested) hypotheses about phronesis from the Aristotelian and neo-Aristotelian literatures and hence lays the foundation of an educational research programme on phronesis. A serviceable conceptualisation will need to offer ways to evaluate the educational credibility of each hypothesis in real life, rather than just serving as a new philosophical plaything.

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关于 phronesis 的二十二个可检验假设：概述一个教育研究计划

phronesis的概念以不同的参与水平进入教育话语，它继续以同样的方式让教育理论家着迷和沮丧。本文首先描绘了关于 phronesis 的三个教育话语的变幻莫测，并从最近蓬勃发展的心理学智慧研究中得出了见解。考虑到在 phronesis 的教育研究中取得进展不仅是一种概念或哲学上的努力，而且是一项经验性的努力，本文引出并说明了来自亚里士多德和新亚里士多德文学，因此奠定了关于 phronesis 的教育研究计划的基础。一个有用的概念化需要提供方法来评估现实生活中每个假设的教育可信度，