Reviving the present through tradition: Insights from the Georgian philosophy of education

This paper explores the significance of two classic Georgian works, Wisdom of Lies and Teaching Through Jest, for contemporary education, drawing on Hans-Georg Gadamer’s concepts of tradition and the fusion of horizons. It begins by critiquing the dominant narratives in contemporary Georgian education, which prioritize human capital, competition, and economic outcomes, and are shaped by non-organic, external traditions. We argue that when educational systems sever ties with their traditions, they lose continuity, identity, and meaning, resulting in homogenized educational practices. As an alternative, engagement with these Georgian texts offers a rich resource to education. Both works provide critical reflections on the aims of education and the role of citizenship emphasizing the importance of truth-telling, moral courage, and the cultivation of critical, socially engaged learners. They demonstrate how humor, allegory, and playful pedagogy can foster creativity, curiosity, and reflective thinking, challenging narrow, outcome-focused approaches. A central metaphor in these works is education as a journey, highlighting transformative experiences and personal growth, in contrast to models focused on measurable outcomes and standardization. By reconnecting education with intellectual traditions, Wisdom of Lies and Teaching Through Jest demonstrate how literary and philosophical texts can inform contemporary debates on ¬pedagogy, citizenship, and aims of education.