Zane M. Diamond, Faculty of Education, Monash University, Australia, researches wisdom traditions and innovative approaches to early years and primary learning. Her books such as Leading and Managing Indigenous Education in the Postcolonial World (2015) and numerous journal articles explore equity, cultural dialogue, and transformative pedagogy.Peter J. Anderson, Pro Vice-Chancellor Indigenous at UNE, Australia, researches Indigenous rights-based approaches, ethical AI, and decolonial pedagogies. His book, Higher Degree by Research Factors for Indigenous Student Success (2022), and his chapter, 'Enacting Indigenous Wisdom in Education: Beyond Rhetoric to Rights-Based Praxis', alongside numerous journal articles, explore Indigenous self-determination, data sovereignty, and transformative education.Kristina Turner is a Senior Lecturer in Evidence-Based Pedagogy at La Trobe University, Bendigo, Australia. Her research explores positive psychology, wellbeing, emotional intelligence, and wisdom in education, including pioneering work on how teachers’ use of positive psychology practices influences their wellbeing, teaching practice, and student learning.Eri Mountbatten-O’Malley is Senior Lecturer in Education at Bath Spa University, United Kingdom. Eri’s work such as Human Flourishing: A Conceptual Analysis (2024) explores educational issues through a philosophical lens—examining the purposes of education, challenges during the Age of AI, and the practical value of philosophical insight.

• Part I – Cultural Wisdoms in Education1. Opening Framing of Teaching for Wisdom in the Primary and Early YearsZane M. Diamond, Peter J. Anderson, Kristina Turner, Eri Mountbatten O’Malley2. Enacting Indigenous Wisdom in Education: Beyond Rhetoric to Rights-Based PraxisPeter J. Anderson3. Latin American Wisdom and the Rights of Indigenous StudentsAngela Baeza Peña, Carla Tapia Parada4. Japanese Teachers’ WisdomChizu Sato5. The Code of Wisdom in the Cultural Context of Russia: The Pedagogical Strategy for Developing Wisdom in Elementary SchoolOlga D. Masloboeva, Margarita G. Verbitskaya, Irina V. DashkevichPart II – Teacher Formation and Pedagogical Pathways6. Wisdom and Spirit in Transformative EducationRochelle Fogelgarn7. The Roles of Teachers’ Transformative Emotional Intelligence on Young Children’s Social-Emotional LearningMee Ling Ting, Chorng Yuan Fung8. Leading for Wisdom through Nurturing Joy and Powerful Presence: A Phenomenological InquiryAnnette Rome9. Relational Pedagogy as a Catalyst for Educational Wisdom: Insights from Swedish Lead TeachersCarin Bäcknäs, Liisa UusimakiPart III – Curricular Pathways and Philosophical Traditions10. Teaching with Daoist Wisdom: Water-like Pedagogical Pathways to Intercultural Competence in Contemporary Chinese ClassroomsChunyan Zhang11. The Australian Dharma Curriculum: Shaping Teaching for Wisdom through Buddhist Pedagogy and Experiential PracticeYasika Liyanage, Tanya Wiggins, Andrea Furness, Emily Wilden, Rachel Taylor12. Ancient Wisdoms, the Arts, and the Early YearsCatherine Oxworth, Bin Wu13. Becoming an Enskiled Humanities Pedagogue: A Poetic InquiryTanya Wiggins, Selena Prior, Josh Ambrosy, Alex Prins14. E tautala aso – The days will speakNiusila Faamanatu Eteuati

Zane M. Diamond, Faculty of Education, Monash University, Australia, researches wisdom traditions and innovative approaches to early years and primary learning. Her books such as Leading and Managing Indigenous Education in the Postcolonial World (2015) and numerous journal articles explore equity, cultural dialogue, and transformative pedagogy.Peter J. Anderson, Pro Vice-Chancellor Indigenous at UNE, Australia, researches Indigenous rights-based approaches, ethical AI, and decolonial pedagogies. His book, Higher Degree by Research Factors for Indigenous Student Success (2022), and his chapter, 'Enacting Indigenous Wisdom in Education: Beyond Rhetoric to Rights-Based Praxis', alongside numerous journal articles, explore Indigenous self-determination, data sovereignty, and transformative education.Kristina Turner is a Senior Lecturer in Evidence-Based Pedagogy at La Trobe University, Bendigo, Australia. Her research explores positive psychology, wellbeing, emotional intelligence, and wisdom in education, including pioneering work on how teachers’ use of positive psychology practices influences their wellbeing, teaching practice, and student learning.Eri Mountbatten-O’Malley is Senior Lecturer in Education at Bath Spa University, United Kingdom. Eri’s work such as Human Flourishing: A Conceptual Analysis (2024) explores educational issues through a philosophical lens—examining the purposes of education, challenges during the Age of AI, and the practical value of philosophical insight.

• Part I – Cultural Wisdoms in Education1. Opening Framing of Teaching for Wisdom in the Primary and Early YearsZane M. Diamond, Peter J. Anderson, Kristina Turner, Eri Mountbatten O’Malley2. Enacting Indigenous Wisdom in Education: Beyond Rhetoric to Rights-Based PraxisPeter J. Anderson3. Latin American Wisdom and the Rights of Indigenous StudentsAngela Baeza Peña, Carla Tapia Parada4. Japanese Teachers’ WisdomChizu Sato5. The Code of Wisdom in the Cultural Context of Russia: The Pedagogical Strategy for Developing Wisdom in Elementary SchoolOlga D. Masloboeva, Margarita G. Verbitskaya, Irina V. DashkevichPart II – Teacher Formation and Pedagogical Pathways6. Wisdom and Spirit in Transformative EducationRochelle Fogelgarn7. The Roles of Teachers’ Transformative Emotional Intelligence on Young Children’s Social-Emotional LearningMee Ling Ting, Chorng Yuan Fung8. Leading for Wisdom through Nurturing Joy and Powerful Presence: A Phenomenological InquiryAnnette Rome9. Relational Pedagogy as a Catalyst for Educational Wisdom: Insights from Swedish Lead TeachersCarin Bäcknäs, Liisa UusimakiPart III – Curricular Pathways and Philosophical Traditions10. Teaching with Daoist Wisdom: Water-like Pedagogical Pathways to Intercultural Competence in Contemporary Chinese ClassroomsChunyan Zhang11. The Australian Dharma Curriculum: Shaping Teaching for Wisdom through Buddhist Pedagogy and Experiential PracticeYasika Liyanage, Tanya Wiggins, Andrea Furness, Emily Wilden, Rachel Taylor12. Ancient Wisdoms, the Arts, and the Early YearsCatherine Oxworth, Bin Wu13. Becoming an Enskiled Humanities Pedagogue: A Poetic InquiryTanya Wiggins, Selena Prior, Josh Ambrosy, Alex Prins14. E tautala aso – The days will speakNiusila Faamanatu Eteuati

Zane M. Diamond, Faculty of Education, Monash University, Australia, researches wisdom traditions and innovative approaches to early years and primary learning. Her books such as Leading and Managing Indigenous Education in the Postcolonial World (2015) and numerous journal articles explore equity, cultural dialogue, and transformative pedagogy.Peter J. Anderson, Pro Vice-Chancellor Indigenous at UNE, Australia, researches Indigenous rights-based approaches, ethical AI, and decolonial pedagogies. His book, Higher Degree by Research Factors for Indigenous Student Success (2022), and his chapter, 'Enacting Indigenous Wisdom in Education: Beyond Rhetoric to Rights-Based Praxis', alongside numerous journal articles, explore Indigenous self-determination, data sovereignty, and transformative education.Kristina Turner is a Senior Lecturer in Evidence-Based Pedagogy at La Trobe University, Bendigo, Australia. Her research explores positive psychology, wellbeing, emotional intelligence, and wisdom in education, including pioneering work on how teachers’ use of positive psychology practices influences their wellbeing, teaching practice, and student learning.Eri Mountbatten-O’Malley is Senior Lecturer in Education at Bath Spa University, United Kingdom. Eri’s work such as Human Flourishing: A Conceptual Analysis (2024) explores educational issues through a philosophical lens—examining the purposes of education, challenges during the Age of AI, and the practical value of philosophical insight.

• Part I – Cultural Wisdoms in Education1. Opening Framing of Teaching for Wisdom in the Primary and Early YearsZane M. Diamond, Peter J. Anderson, Kristina Turner, Eri Mountbatten O’Malley2. Enacting Indigenous Wisdom in Education: Beyond Rhetoric to Rights-Based PraxisPeter J. Anderson3. Latin American Wisdom and the Rights of Indigenous StudentsAngela Baeza Peña, Carla Tapia Parada4. Japanese Teachers’ WisdomChizu Sato5. The Code of Wisdom in the Cultural Context of Russia: The Pedagogical Strategy for Developing Wisdom in Elementary SchoolOlga D. Masloboeva, Margarita G. Verbitskaya, Irina V. DashkevichPart II – Teacher Formation and Pedagogical Pathways6. Wisdom and Spirit in Transformative EducationRochelle Fogelgarn7. The Roles of Teachers’ Transformative Emotional Intelligence on Young Children’s Social-Emotional LearningMee Ling Ting, Chorng Yuan Fung8. Leading for Wisdom through Nurturing Joy and Powerful Presence: A Phenomenological InquiryAnnette Rome9. Relational Pedagogy as a Catalyst for Educational Wisdom: Insights from Swedish Lead TeachersCarin Bäcknäs, Liisa UusimakiPart III – Curricular Pathways and Philosophical Traditions10. Teaching with Daoist Wisdom: Water-like Pedagogical Pathways to Intercultural Competence in Contemporary Chinese ClassroomsChunyan Zhang11. The Australian Dharma Curriculum: Shaping Teaching for Wisdom through Buddhist Pedagogy and Experiential PracticeYasika Liyanage, Tanya Wiggins, Andrea Furness, Emily Wilden, Rachel Taylor12. Ancient Wisdoms, the Arts, and the Early YearsCatherine Oxworth, Bin Wu13. Becoming an Enskiled Humanities Pedagogue: A Poetic InquiryTanya Wiggins, Selena Prior, Josh Ambrosy, Alex Prins14. E tautala aso – The days will speakNiusila Faamanatu Eteuati