The ever-moving, aimless, unpredictable and uncontrolled development of society puts today's man in constant search for his own meaning. The abolition of tradition, which served as a framework for directing action, the development of technology, the availability of many goods, etc., lead people to an increasing inability to control their own behavior. This reduced ability among young people often results in a desire to achieve success easily or in a complete lack of interest in investing effort when it comes to achieving positive goals that require longterm commitment. The elimination of unpleasant desires and tendency to satisfact educator's needs immediately is becoming an increasingly prevalent model of upbringing and education. Researches show that the cause of most personal and social problems in people is a lack of selfcontrol, behind which is hidden an insufficiently researched concept of will. Therefore, the purpose of this thesis is to investigate whether the human will is truly the initiator or the driver of human action, and whether it is possible to cultivate it and how to achieve that in today's postmodern society. The paper begins with the discovery of the definition of will through philosophical thoughts, and then will is defined through the prism of pedagogy as a science. Furthermore, the will is then pedagogically positioned within the educational process in which the possibility of its educability is studied. Finally, this same educability of the will is placed in the context of postmodern society and offers the role of educational experts, pedagogues in the broader sense of the word, in this process, in which the emphasis is placed on building pedagogical tact as one ability of the educator that enables more effective stimulation of the education of the educator's will.