The article presents reflections on the concept of pedagogical tact in relation to constructivist didactics. Situated at the intersection of aesthetics, ethics, and pragmatics, pedagogical tact is understood here as a crucial aspect of the professionalism of the teacher, serving as a bridge between theory and practice. It constitutes a disposition for engaging in didactic actions rooted in an educational culture based on difference, relationality, dialogue, and indeterminacy. It enables the teacher to continuously interpret educational situations, make decisions, engage in ethical choices, and modify actions within the dynamic and complex cultural and interpersonal context of the teaching–learning process – which is a distinctive feature of constructivist didactics.The article presents reflections on the concept of pedagogical tact in relation to constructivist didactics. Situated at the intersection of aesthetics, ethics, and pragmatics, pedagogical tact is understood here as a crucial aspect of the professionalism of the teacher, serving as a bridge between theory and practice. It constitutes a disposition for engaging in didactic actions rooted in an educational culture based on difference, relationality, dialogue, and indeterminacy. It enables the teacher to continuously interpret educational situations, make decisions, engage in ethical choices, and modify actions within the dynamic and complex cultural and interpersonal context of the teaching–learning process – which is a distinctive feature of constructivist didactics
