This study focuses on the usefulness of Vico and Gadamer’s notion of “sensus communis” in constructing the developmental principles of “common sense” in the classroom. Vico gives sensus communis the meaning of “culativation,” and Gadamer, making it part of his hermeneutic theory, transforms it into something more like “becoming.” Here I argue that “cultivation” clone can lead to a dogmatic pedagogical ideology and self-containment, whereas “becoming” alone can lead to pedagogical chaos. Since the dialectical character of teacher-pupils interaction in the classroom is more than just simply “cultivation” or “becoming,” common sense in the classroom must involve both of the above senses, and so it must be connected to the two key axes of pedagogy-“axiology” and “ontology.” As such, this paper proposes four developmental principles for common sense in the classroom: first, its core value ought to encompass the unfolding of the human mind; third, its “prejudice” (Gadamer) ought to encompass “fusion of horizons”; and fourth, its “teacher’s image” ought to embody the charismatic character of a teacher’s personality.