Abstract: After HERBERT introduced the concept of the tact into the field of education, VAN MANEN systematically explored where the tact of teaching comes from and how it is generated. Faced with the metaphysical and abstract concept of the tact of teaching, Van Manen’s interpretation focuses on the intrinsic logic of the tact of teaching through the understanding of teaching practice and its impact on teaching practice. This interpretive approach aligns with Marx’s method of resolving mystical concepts. Van Manen’s methodological approach to interpreting the tact of teaching includes the analysis of three dimensions, phenomenological methods, and methods of educational phenomenology. Following this methodological approach to interpreting the tact of teaching, educational insights can be derived. Teachers can understand the tact of teaching by starting from the micro-level of teaching practice, transitioning to the meso-level of the tact and educational intelligence, and ultimately tracing back to the macro-level of theories of wise education. Additionally, it is recognized that the realization of the tact of teaching occurs within the intrinsic relationship of educational contexts, relationships, and actions. Adopting a non-judgmental, developmental, and analytical attitude towards classroom interactions can facilitate the emergence of the tact of teaching.