ResponsAbility - Dialogues on Practical Knowledge and Bildung in Professional Studies

Michael Noah Weiss & Guro Hansen Helskog
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How can students and scholars in professional studies turn experience and ideas into practical knowledge and wisdom (phronesis)? How can critical and theoretical reflection on professional practice nurture practitioners' human development or Bildung, and help them develop the capacity to respond wisely in complex situations? How might world philosophies and intercultural dialogue inspire lived life and professional practice? With leading scholars as guests, hosts professors Michael Noah Weiss and Guro Hansen Helskog explore these questions at the intersection of philosophy, epistemology, education, and professional studies.

  1. 21 May

    #31 Bildung Conference Special | Lars Løvlie, Svein Østerud & Steen Nepper Larsen

    This special issue of the ResponsAbility Podcast was recorded at the Bildung Conference 2026 at the University of South-Eastern Norway. In this dialogue, we welcome three distinguished Nordic scholars in the field of Bildung and educational philosophy: Lars Løvlie, professor emeritus at the University of Oslo and one of the leading voices in Nordic Bildung theory; Svein Østtveit Østerud, professor emeritus in educational science and media pedagogy at the University of Oslo; and Steen Nepper Larsen, associate professor at Aarhus University, widely known for his critical and philosophical contributions to Bildung and contemporary education. Together, the conversation explores the relevance of Bildung in higher education and society, addressing questions of democracy, technology, existential formation, and the future of education in times of uncertainty and crisis. The episode also reflects the spirit of dialogue and philosophical inquiry that shaped the conference itself, which was mainly organized by our co-host Guro Hansen Helskog. 00:02:42 — Why the conference theme “The Humanizing Power of Exploratory Dialogue” was chosen  00:03:06 — Reflections on dialogue, Bildung, and humanization based on the speakers’ presentations  00:07:04 — Dialogue, virtual reality, and the human dimensions behind terror and school shootings   00:08:40 — Bildung in times of crisis, fragmentation, and unstable shared meaning   00:09:01 — The role of Bildung in a pluralistic and culturally divided world   00:11:18 — Universal values, criticism, and the tension between universality and cultural embeddedness   00:13:16 — Responses to the challenges of relativism, democracy, and media literacy   00:16:26 — “Standing in the open” as a new Bildung ideal   00:16:38 — Bildung as existential risk, openness, and self-transformation   00:18:53 — What Bildung can do in the face of militarization, technology, and societal crisis   00:21:07 — The crisis of education, student disengagement, and digital culture   00:23:15 — Reflections and resonances from the Bildung Conference as a whole Between Theory and Practice – Questions for Reflection: How might the insights from this dialogue inspire your own practice? The following questions are intended to inspire further inquiry, whether explored individually or in conversation with colleagues, students, or peers. The guests suggest that Bildung involves learning to “stand in the open” — remaining receptive to uncertainty, difference, and transformation. In your own professional practice, where might you be tempted to seek quick answers or certainty, and how could creating more space for exploratory dialogue lead to deeper understanding or more responsible action?Throughout the dialogue, Bildung is presented as a response to fragmentation, polarization, and the accelerating pace of contemporary life. What concrete practices could you cultivate in your workplace, classroom, or community to strengthen reflective dialogue, critical thinking, and meaningful human connection in the face of these challenges? Literature:  Hattie, J. & Larsen, S. N. (2020): The Purposes of Education: A Conversation between John Hattie and Steen Nepper Larsen. New York, NY: Routledge.  Larsen, S. N. (2026). Tankekraft: Om væren, tænkning, dannelse – og den uhyre anstrengelse det er at blive gjort dum. Samfundslitteratur.Larsen, S. N. (2022): Evalueringsfeber og evidensjagt. Copenhagen: Samfundslitteratur   Larsen, S. N. (2019): Blindness in Seeing: A Philosophical Critique of the Visible Learning Paradigm in Education. Educational Science 9(1) 47. DOI: https://doi.org/10.3390/educsci9010047  Larsen, S.N (2016). At ville noget med nogen – filosofiske og samtidskritiske fragmenter om dannelse og pædagogik. Turbine akademisk.  Løvlie, L. (2022) Hvis teknokratene ikke fantes. I: Schaanning, E., & Aagre, W. (2022). Skolens mening : femti år etter Nils Christies Hvis skolen ikke fantes. Universitetsforlaget. Løvlie, L. (2022). Akademisk dygd og politikkens fravær. Nordisk tidsskrift for pedagogikk og kritikk, 8. https://doi.org/10.23865/ntpk.v8.3755 Løvlie, L., & Løvlie, L. (2021). Politisering og pedagogisk motstand : veien til en barneorientert praksis (1. utgave.). Fagbokforlaget. Løvlie, L. (2017). The Test of Practice–An Essay. Education Sciences, 7(1), 31. https://doi.org/10.3390/educsci7010031 Løvlie, L. (2015). John Dewey, phenomenology, and the reconstruction of democracy. Nordisk tidsskrift for pedagogikk og kritikk, 1. https://doi.org/10.17585/ntpk.v1.104 Østerud, S. (2013): 22. Juli. Forstå - forklare - forebygge. Abstrakt.Østerud, S. (2008): Å være på nett: kommunikasjon, identitets- og kompetanseutvikling med digitale medier. Cappelen akademisk.

    25 min

  2. 7 May

    #30 Stephen Kemmis | Becoming Critical Practitioners

    In this episode of the ResponsAbility Podcast, we welcome Stephen Kemmis, Professor Emeritus at Charles Sturt University and one of the most influential thinkers in action research and educational theory. Stephen reflects on the origins and enduring stakes of action research, emphasizing its emancipatory potential in times of increasing bureaucratization of education. The conversation explores the role of teachers as critical agents, the relevance of practical wisdom (phronesis) in professional practice, and the philosophical foundations of his theory of practice architectures. Together, we discuss how practices are shaped by cultural, material, and social conditions—and what it means to take responsibility in a world where no one fully controls the structures we inhabit. The episode offers a philosophical inquiry into practice, transformation, and the ethical challenges of acting in uncertain times. 00:00:55 – Motivation and entry into action research  00:04:24 – Teachers as researchers & the meaning of “critical” in Becoming Critical 00:12:53 – What is at stake in action research today & risk of losing its critical edge  00:18:24 – Practical wisdom (phronesis) and the role of knowledge in practice  00:25:04 – Ethics, moral judgement, and how to act rightly  00:27:46 – Theory of practice architectures: foundations and purpose  00:32:33 – How practitioners can identify and challenge practice architectures  00:35:08 – Responsibility under conditions of uncertainty and limited control Between Theory and Practice – Questions for Reflection: How might the insights from this dialogue inspire your own practice? The following questions are intended to inspire further inquiry, whether explored individually or in conversation with colleagues, students, or peers. Stephen Kemmis suggests that practices are shaped not only by what we do, but also by the cultural, material, and social conditions in which we act. Looking at your own professional practice, which conditions seem to support the kind of work you value, and which conditions might be limiting it? What small steps could you take—alone or together with others—to begin transforming those conditions?If responsibility is not about having complete control, but about responding thoughtfully within the practices we inhabit, where do you see opportunities to exercise your own Response-Ability? How might your everyday actions contribute either to reproducing the status quo or to creating more sustainable, and meaningful ways of working and living? Literature:   Kemmis, S. (2022): Transforming Practices: Changing the World with the Theory of Practice Architectures. Singapore: Springer Nature. Mahon K., Francisco S., Kemmis S. (2017): Exploring Education and Professional Practice: Through the Lens of Practice Architectures. Singapore: Springer Nature. Kemmis, S. (2014): The action research planner: doing critical participatory action research. Singapore: Springer. Atweh W., Kemmis S. and Weeks P. (1998): Action Research in Practice. London; New York: Routledge. Carr, W. & Kemmis, S. (1986): Becoming Critical. Education, Knowledge and Action Research. London: Falmer Press.

    42 min

  3. 31 Mar

    #29 Etienne & Bev Wenger-Trayner | Communities of Practice and Uncertainty-driven Learning

    In this episode of the ResponsAbility Podcast, we are joined by Etienne and Beverly Wenger-Trayner, leading voices in social learning theory and the development of communities of practice. Etienne is widely known for his foundational work on situated learning and the concept of communities of practice, while Beverly brings extensive experience in convening social learning systems across sectors and cultures. Together, they explore learning as a fundamentally social process shaped by participation, identity, and shared practice. The conversation challenges traditional views of education as knowledge transmission and instead highlights learning as engagement with uncertainty and the capacity to make a difference in practice. Drawing on examples from organizations and education, they reflect on the future of universities, the role of intuition and theory, and how communities of practice can foster practical wisdom in complex professional contexts. 00:01:23 – Origins of their work and intellectual journeys 00:06:07 – What are situated learning and communities of practice? 00:08:17 – Examples and real-life applications of communities of practice 00:10:23 – Implications for universities and how education could be redesigned 00:20:17 – Reflective practice research and identity formation 00:25:58 – Relationship between intuition and theoretical frameworks in practice 00:30:12 – Communities of practice and the development of practical wisdom / responsibility 00:32:25 – Final reflections and key message to listeners Between Theory and Practice – Questions for Reflection: How might the insights from this dialogue inspire your own practice? The following questions are intended to inspire further inquiry, whether explored individually or in conversation with colleagues, students, or peers. Etienne and Beverly Wenger-Trayner suggest that meaningful learning is often driven not by certainty, but by engaging with uncertainty in the service of making a difference. In your own professional practice, where do you encounter uncertainty, and how might you use it more intentionally as a source of learning rather than something to be eliminated or avoided?Communities of practice (CoP) thrive when people learn together through sharing experiences, challenges, and emerging insights. What communities of practice are you currently part of—or could become part of—and how might you contribute more actively to their collective learning while also drawing on them to develop your own response-ability? Literature:   Wenger-Trayner E., Wenger-Trayner B., Reid P., Bruderlein C.(2023): Communities of practice within and across organizations — a guidebook. Sesimbra: Social Learning Lab. Wenger-Trayner E. & Wenger-Trayner B. (2021): Systems convening a crucial form of leadership for the 21st century. Sesimbra: Social Learning Lab. Wenger-Trayner E. & Wenger-Trayner B. (2020): Value creation in social learning spaces. Oxford: Oxford University Press.  Wenger-Trayner E., Fenton O’Creevy M., Hutchinson S., Kubiak C. & Wenger-Trayner B. (2014): Learning in Landscapes of Practice Boundaries, identity, and knowledgeability in practice-based learning. Abingdon-on-Thames: Routledge. Wenger, E. (1998): Communities of practice - learning, meaning, and identity. Cambridge: Cambridge University Press. Lave J. & Wenger E. (1991): Situated learning - legitimate peripheral participation. Cambridge: Cambridge University Press.

    35 min

  4. 26 Mar

    #28 Bryan van Norden | Chinese Philosophy and Intercultural Dialogue

    In this episode, philosopher Bryan van Norden joins the ResponsAbility Podcast to explore the importance of intercultural philosophy in a globalized world. Drawing on decades of work in Chinese and comparative philosophy, he reflects on the persistent Eurocentrism of academic philosophy and the gradual shift toward a more inclusive canon. The conversation highlights how traditions such as Confucianism contribute rich insights into ethical cultivation, virtue, and practical wisdom, offering perspectives highly relevant to professional life. Bryan also discusses how dialogue across traditions deepens philosophical understanding, challenges assumptions, and fosters more responsible and meaningful ways of living. The episode ultimately invites listeners to rethink philosophy as a genuinely global, dialogical practice with practical implications for education, society, and personal development. 00:00:54 – Motivation and background: how Bryan became interested in Chinese philosophy 00:02:44 – Eurocentrism in philosophy: developments and changes in academia 00:06:05 – Why study Chinese philosophy today 00:08:33 – Intercultural philosophy: value of dialogue between traditions 00:11:44 – Comparative insights: what becomes visible across traditions 00:16:20 – Application: relevance of intercultural philosophy for professional studies 00:19:24 – Exclusion of non-Western philosophy: historical and philosophical reasons 00:22:45 – Global challenges: what intercultural philosophy can contribute 00:24:33 – ResponsAbility and virtue: shared ideas across traditions 00:28:04 – Anti-intellectualism: consequences of rejecting philosophy and science 00:32:52 – Living well: how philosophy can guide meaningful and responsible lives Between Theory and Practice – Questions for Reflection: How might the insights from this dialogue inspire your own practice? The following questions are intended to inspire further inquiry, whether explored individually or in conversation with colleagues, students, or peers. Bryan van Norden suggests that wisdom can emerge through dialogue across different philosophical and cultural traditions. In your own professional or personal life, where might you be relying primarily on a single perspective, and what new possibilities for understanding or action could emerge if you intentionally engaged with perspectives from outside your usual frame of reference?Confucian philosophy emphasizes that virtues such as empathy, integrity, and practical wisdom are cultivated through everyday relationships, communities, and practices. Which habits, relationships, or routines in your own life currently support the development of these qualities, and what small but concrete step could you take to strengthen your capacity to respond wisely and responsibly in the situations you encounter?Literature:   van Norden, Bryan. 2019.Classical Chinese For Everyone:A Guide For Absolute Beginner. Indianapolis: Hackett Publishing, 2019. van Norden, Bryan and Justin Tiwald (eds)- 2014. Readings in Later Chinese Philosophy: Han to the 20th Century. Indianapolis: Hackett Publishing,  van Norden, Bryan. 2011. Introduction to Classical Chinese Philosophy. Indianapolis: Hackett Publishing, 2011. Van Norden, Bryan. 2009. Translator, The Essential Mengzi: Selected Passages with Traditional Commentary. Indianapolis: Hackett Publishing, 2009. Van Norden, Bryan. 2008. Translator, Mengzi: With Selections from Traditional Commentaries. Indianapolis: Hackett Publishing. Van Norden, Bryan. 2007. Virtue Ethics and Consequentialism in Early Chinese Philosophy. New York: Cambridge University Press. Van Norden, Bryan and Philip J. Ivanhoe. (eds) 2005. Readings in Classical Chinese Philosophy. Second ed. Indianapolis: Hackett Publishing,  Van Norden, Bryan. (ed) 2001. Confucius and the "Analects": New Essays. New York: Oxford University Press, 2001. Van Norden, Bryan (ed.) 1996. The Ways of Confucianism by David S. Nivison. Chicago: Open Court Press, 1996. Chinese translation published as 儒家之道 : 中国哲学之探讨 (Nanjing : Jiangsu renmin chubanshe, 2006).

    37 min

  5. 20 Mar

    #27 Peter Adamson | Intercultural History of Philosophy

    In this episode, we speak with philosopher and renowned podcaster Peter Adamson, professor at Ludwig Maximilian University of Munich and King’s College London, and creator of the widely acclaimed History of Philosophy Without Any Gaps, which has reached over 50 million downloads. Peter reflects on his ambitious project to rethink the history of philosophy beyond canonical narratives, integrating overlooked traditions, women philosophers, and global perspectives. Together, we explore how different philosophical traditions—European, Indian, and Chinese—offer both shared insights and striking differences in understanding knowledge, ethics, and the art of living. The conversation also addresses the limits of the philosophical canon, the role of Bildung and moral formation, and how philosophy can cultivate practical wisdom and ethical reflection in professional life. 00:01:11 – Meaning and ambition of “history of philosophy without any gaps” 00:03:46 – How the project has changed Adamson’s own understanding of philosophy 00:06:32 – Cross-cultural views on human self-understanding and the art of living 00:10:39 – Inclusion of women philosophers and gender gaps in the history of philosophy 00:13:18 – Whether women philosophers contribute distinct themes or perspectives 00:16:15 – Alternative epistemologies across cultures and challenges to the Western canon 00:21:35 – Rethinking and expanding philosophy curricula beyond the canon 00:26:14 – Philosophy and Bildung: shaping the self through philosophical traditions 00:28:49 – Cultivating practical wisdom / ResponsAbility across traditions 00:34:04 – Relevance of world philosophies for professional practice and applied fields 00:37:09 – Impact and applicability of the podcast on listeners and their lives Between Theory and Practice – Questions for Reflection: How might the insights from this dialogue inspire your own practice? The following questions are intended to inspire further inquiry, whether explored individually or in conversation with colleagues, students, or peers. Peter Adamson argues that every philosophical tradition reveals only part of a much larger landscape of human thought. In your own professional or personal life, which perspectives, voices, or ways of knowing might you be overlooking, and how could engaging with them expand your capacity to respond wisely to complex situations?Many philosophical traditions emphasize that wisdom is not acquired through knowledge alone but through reflection, practice, and the cultivation of character. Which character trait—such as humility, courage, attentiveness, patience, fairness, or openness—do you feel most called to develop further, and how might strengthening this trait enhance your ability to respond wisely and responsibly to the challenges you encounter in your professional and personal life?Literature:   A History of Philosophy Without Any Gaps: Africana Philosophy From Ancient Egypt to the Nineteenth Century (Book 7), Adamson, P., 2025, Chike Jeffers, Oxford: Oxford University Press. A History of Philosophy Without Any Gaps: Byzantine and Renaissance Philosophy (Book 6), Adamson, P., 2022, Oxford: Oxford University Press. A History of Philosophy Without Any Gaps: Medieval Philosophy (Book 4), Adamson, P., 2019, Oxford: Oxford University Press. A History of Philosophy Without Any Gaps: Classical Indian Philosophy (Book 5), Adamson, P. & Ganeri, J., 2020, Oxford: Oxford University Press. A History of Philosophy Without Any Gaps: Philosophy in the Islamic World (Book 3), Adamson, P. S., 7 Jul 2016, Oxford University Press. A History of Philosophy Without Any Gaps: Philosophy in the Hellenistic and Roman Worlds (Book 2), Adamson, P. S., 2015, Oxford University Press. A History of Philosophy Without Any Gaps: Classical Philosophy (Book 1), Adamson, P. S., 2014, Oxford University Press.

    40 min

  6. 9 Jan

    #26 Lydia Amir | Transformative Philosophy and the Philosophy of Humor

    In this episode, we welcome Lydia Amir, Associate Professor of Philosophy at Tufts University, pioneer of philosophical practice, and a leading voice in transformative philosophy and the philosophy of humor. Lydia reflects on her lifelong commitment to bringing philosophy beyond the academy and making it responsive to the needs of communities and the challenges of our time. We explore her understanding of philosophers’ responsibility, the role of philosophical practice in professional education, and her distinctive claim that humor is a key bridge between theory and lived transformation. The conversation also highlights her work on philosophy as an alternative form of spirituality grounded in reason and dialogue. Sandra Radinger, guest researcher and philosophical practitioner, joins the dialogue, contributing perspectives from her work in philosophical practice and palliative care, and deepening the discussion on transformation, responsibility, and lived philosophy. 00:01:29 – Entry into philosophical practice & academic life journey  00:05:00 – Positioning philosophical practice among different approaches  00:06:53 – Responsibility of philosophers & philosophy beyond academia  00:11:23 – Philosophy and the “needs of the epoch” / unusable philosophy  00:13:16 – Philosophy’s contribution to professional education  00:15:05 – Relationship between philosophy and humor  00:19:31 – Necessity of humor for philosophizing  00:20:43 – Playfulness and the figure of the philosopher  00:25:05 – Transformative philosophy and its core ideas  00:29:18 – Role of the philosophical practitioner in personal transformation  00:32:57 – Current frontiers and future of philosophical practice  00:36:40 – Hopes for the future of lived philosophy  00:41:12 – Final reflections on promoting philosophy worldwide Between Theory and Practice – Questions for Reflection How might the insights from this dialogue inspire your own practice? The following questions are intended to inspire further inquiry, whether explored individually or in conversation with colleagues, students, or peers. Lydia Amir argues that philosophers have a responsibility to respond to the needs and questions of the communities they serve. In your own professional context, what questions, tensions, or concerns might be calling for deeper reflection, and how could you contribute to creating spaces where these can be explored thoughtfully and openly?Throughout the conversation, philosophy is presented not merely as a body of knowledge but as a practice of self-transformation. What philosophical ideas, values, or perspectives have shaped the way you live and work, and how might engaging with them more consciously influence your future decisions and actions? Literature:   Amir, L. (ed.) (2015): Humor and the Good Life in Modern Philosophy. Albany: State University of New York Press. Amir, L. (ed.) (2017): New Frontiers in Philosophical Practice. Cambridge: Cambridge Scholars Publishing.  Amir, L. (2017): Rethinking Philosophers’ Responsibility. Cambridge: Cambridge Scholars Publishing.  Amir, L. (2024): The Legacy of Nietzsche’s Philosophy of Laughter. Routledge. Amir, L. (2025): Handbook of Transformative Philosophy. Springer.

    43 min

  7. 12/12/2025

    #25 Donna Thomas | Researching extraordinary experiences with children

    In this episode we welcome Dr. Donna Thomas, co-director of ICreates@UCLan and Perrott-Warrick Senior Researcher administered through Trinity College Cambridge. Donna investigates children’s and adults’ extrasensory experiences within human development, bringing together psychological, social-scientific, and parapsychological perspectives. As she puts it: “Having a wider understanding of what it means to be human will inform how we develop services for people.” We talk with Donna about the kinds of unusual experiences children report, how creative and participatory methods allow them to express what lies beyond language, and why taking these experiences seriously matters for wellbeing. She also shares insights from her research on children’s near-death experiences in paediatric intensive care, and invites us to rethink dominant assumptions about consciousness, reality, and what it means to be human. 00:01:01 – Origins of Donna’s Research Interest 00:05:29 – Personal Extraordinary Experiences 00:11:04 – Children’s Unusual Experiences 00:16:35 – From Research to Services 00:22:59 – Post-Materialist Worldview 00:26:24 – Extrasensory Experiences and Development 00:29:59 – Children’s Epistemic Authority 00:34:01 – Creative Research Methods 00:39:06 – Philosophical Dialogue with Children 00:42:07 – Children’s Intuitive Wisdom Between Theory and Practice – Questions for Reflection: How might the insights from this dialogue inspire your own practice? The following questions are intended to inspire further inquiry, whether explored individually or in conversation with colleagues, students, or peers. Donna Thomas argues that many unusual experiences are dismissed or pathologized because they do not fit dominant assumptions about consciousness and human nature. In your own professional context, how do you respond when people share experiences, perspectives, or forms of knowing that challenge established frameworks? What might become possible if you approached such experiences with greater curiosity before judging or explaining them?Throughout the conversation, Donna emphasizes the importance of listening carefully to children and recognizing them as credible knowers of their own experience. How might your own practice change if you more consciously attended to the voices, experiences, and forms of expression that are often overlooked, marginalized, or difficult to articulate? What would it mean to create spaces in which these voices can be heard and taken seriously?Literature:   Thomas, D. M. (2025): Towards a natural semiotics for centralizing ‘out of this world’ images in research with children. In: Qualitative Research. Vol. 25(I). DOI: 10.1177/14687941241234284 Thomas, D. M. & O’Riordan, Z. (2025): “My mind is not my brain”: exploring consciousness with children using creative research methods. In: Qualitative Research in Pychology. 22:2. DOI: 10.1080/14780887.2024.2354338 Thomas, D. (2023) Children's Unexplained Experiences in a Post Materialist World. Collective Ink Publications. Thomas, D. M. (2022): Rethinking Methodologies in Parapsychology Research with Children. In: Journal of Anomalistics, Vol. 22.

    45 min

  8. 21/11/2025

    #24 Rupert Sheldrake | Re-enchanting Science and Nature

    In this episode, we welcome Rupert Sheldrake – biologist, author of over a hundred scientific papers and fifteen books, and one of the most original and influential thinkers in contemporary science. Educated at Cambridge and Harvard, and listed among the world’s most spiritually influential people for twelve consecutive years, Sheldrake is known for pioneering and provocative research on morphic fields, telepathy, and the re-enchantment of nature. Our conversation with him explores his critique of mechanistic science, his research on human and animal telepathy, the role of spiritual practices such as meditation, gratitude, ritual, and pilgrimage, and the formative influence of his years in India. Together, we discuss how science might evolve by embracing openness, lived experience, and wisdom traditions—inviting a more holistic and interconnected understanding of life. 00:01:15 – Origins of Morphic Fields 00:04:24 – Morphic Fields and Re-Enchantment 00:06:08 – Telepathy in Animals 00:10:31 – The “Science Delusion” Explained 00:14:46 – Morphic Fields and Other Fields 00:15:23 – Why Science Lost Interest in the Unexplained 00:20:13 – Seven Spiritual Practices 00:27:45 – Influence of India on Your Thinking 00:31:03 – Integrating Spiritual Practice into Research 00:33:50 – Pilgrimage as Research Practice 00:37:15 – Coincidences, Synchronicity and Guidance 00:40:08 – Reflective and Hermeneutic Research 00:41:41 – Wish List for the Future of Science Literature:   Sheldrake, R. (2017): Science and Spiritual Practices. Reconnecting through direct experience. Coronet Books. Sheldrake, R. (2012): The Science Delusion: Freeing the spirit of enquiry. London: Coronet Books. Sheldrake, R. (1999): Dogs That Know When Their Owners Are Coming Home. New York: Crown. Sheldrake, R. (1988): The Presence of the Past: morphic resonance and the habits of nature, New York: Times Books Sheldrake, R. (1981): A New Science of Life: the hypothesis of formative causation Los Angeles: J.P. Tarcher.

    47 min
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How can students and scholars in professional studies turn experience and ideas into practical knowledge and wisdom (phronesis)? How can critical and theoretical reflection on professional practice nurture practitioners' human development or Bildung, and help them develop the capacity to respond wisely in complex situations? How might world philosophies and intercultural dialogue inspire lived life and professional practice? With leading scholars as guests, hosts professors Michael Noah Weiss and Guro Hansen Helskog explore these questions at the intersection of philosophy, epistemology, education, and professional studies.

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