In adult education, there has recently been a recognition of the body's role in adult learning. Attention to neuroscience is somewhat limited, though is emerging. These two perspectives are not integrated. With this article, the author argues that adult education must look to science to achieve a deeper understanding of the evolving neurobiological body and its connection to wisdom. The article weaves together threads of embodied learning, wisdom, and neuroscience, all grounded in the assumption that wisdom arises from the body. The article begins with historical context, identifies a neuroscience definition of wisdom, summarizes neurobiological development of wisdom, and presents examples of embodied practice linked to transcendent wisdom and neuroscience.