This article argues that greater understanding of the Aristotelian concept of "phronesis" or practical wisdom would make an important contribution to the conceptualization and implementation of Recognition (Assessment) of Prior Learning (RPL/APL) in formal education contexts. However, there is a need to identify "phronesis" empirically so that RPL assessors can identify it and RPL candidates can articulate it. Extracts from the qualitative data of two separate research projects are presented to show examples of "phronesis". These extracts also show the difficulties associated with its articulation and identification. It is argued that even if "phronesis" cannot be accredited for RPL purposes, it should be taught and discussed in the curricula of adult education and RPL portfolio development courses to show the importance of this form of knowledge and reasoning and the different forms it might assume in formal education and life contexts. (Contains 2 figures and 6 notes.)