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. Oct 1

    #36 Nancy Sherman special | Finding Calm in a Storm - together with Harald Høiback, Ingrid Christine Reite Christensen, Linda Hafskjold & Camilla Angeltun

    In this special live edition of the ResponsAbility Podcast, recorded at the University of South-Eastern Norway, the event opens with a keynote by philosopher Nancy Sherman, who examines how Stoicism and Aristotelian ethics can illuminate the challenges of contemporary professional life. Drawing on her work in philosophy, psychoanalysis, and military ethics, Sherman reflects on resilience, emotional regulation, practical wisdom, and the cultivation of character.Following the keynote, Nancy Sherman is joined in dialogue by podcast hosts Michael Noah Weiss and Guro Hansen Helskog. Together they explore how ancient philosophical ideas can inform professional education and practice. In the last part of the event, an interdisciplinary panel brings these ideas into conversation with lived professional experience. Harald Høiback, Lieutenant Colonel and military philosopher, reflects on leadership, conscience, and resilience in warfare; Ingrid Christine Reite Christensen, Professor at the Norwegian Police University College, explores judgment, trust, and the use of force in policing; Linda Hafskjold, Head of Department at USN, discusses ethical tensions in radiography and healthcare education; and Camilla Angeltun, Associate Professor in Educational Science at USN, examines the cultivation of practical wisdom and ethical judgment in teacher education.Rather than offering ready-made answers, this episode invites listeners into a shared philosophical inquiry, demonstrating how ancient wisdom can provide valuable orientation for navigating the complexities of professional life today. KEYNOTE (Nancy Sherman)00:02:28 - Stoicism today // Ancient philosophy // Contemporary relevance00:02:31 - Aristotle and Stoicism // Human flourishing00:07:25 - Core ideas of Stoicism // Virtue // Control // Practical philosophy00:09:19 - Emotions // Judgments // Emotional education00:15:41 - Preparing for adversity // Premeditation // Resilience00:18:48 - Individual resilience // Relationships // Community00:20:20 - Friendship // Flourishing // Professional life00:26:27 - Friendship in the digital age // Loneliness // Social connection DIALOGUE (Nancy, Guro & Michael)00:30:14 - Agency // Limits of control // Professional responsibility00:33:28 - Emotional regulation // Emotional numbing // Professional resilience00:35:33 - Character formation // Virtues // Professional education00:37:34 - Preparing for adversity // Psychological resilience // Stoic practice PANEL Ingrid Christine Reite Christensen (Norwegian Police University College)00:42:12 - Police education // Cafeteria conversation // Hidden philosophy00:43:39 - Use-of-force pyramid // Trust-based policing // De-escalation00:46:15 - Practical wisdom (phronesis) // Judgment // Restraint00:47:22 - Aristotle // Doctrine of the mean // Learning through practiceHarald Høiback (Norwegian Armed Forces Museums)00:55:01 - Clausewitz // Stoicism // Military leadership00:56:14 - Afghanistan // Failure // Knowing when to stop00:57:39 - Resilience // Persistence // Strategic judgment00:59:32 - Conscience // Duty // Moral responsibility Linda Hafskjold (USN)01:03:18 - Radiography // Professional responsibility // Patient care01:05:29 - Organizational pressures // Professional ideals01:06:11 - Moral distress // Clinical education01:08:57 - Character // Ethical judgment // Professional identity01:09:06 - Moral courage // Responsibility // Practical wisdom Camilla Angeltun (USN)01:13:28 - Teacher education // Moral uncertainty // Student dilemma01:15:42 - Rules vs. judgment // Ethical frameworks01:16:37 - Aristotle // Stoicism // Practical wisdom (phronesis)01:17:13 - Character formation // Living with uncertainty // Professional judgment 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. Ancient philosophy suggests that professional excellence is shaped not only by technical expertise, but also by the ongoing cultivation of character, judgment, and practical wisdom. Which virtues or dispositions does your own professional role call for—and how might you deliberately cultivate them through your everyday practice rather than merely expecting them to emerge over time?Throughout the dialogue, the speakers return to situations in which professionals must navigate uncertainty, competing responsibilities, and the limits of their own influence. How can you discern when your responsibility is to persevere, when it is to exercise restraint, and when it is time to question the very assumptions or systems within which you are acting?Literature:  Angeltun, C. (2015). What is courage? The Socratic World Café method. In M. N. Weiss (Ed.), The Socratic handbook. LIT Verlag.Angeltun, C. (2015). The awakening of phronesis: Philosophical practice and the call for traditional female values. In L. de Paula & P. Raabe (Eds.), Women in philosophical counseling: The anima of thought in action. Lexington Books.Angeltun, C., Weiss, M. N., & Hansen Helskog, G. (2025). "Imagine that..." Exploring creativity and intuition in research and development (R&D) processes through the Trilogos Method. In Reflective Practice Research in Higher Education Pedagogies.Christensen, I. C. R. (2025). Masteroppgaven i artikkelform: En innføring og veiledning. Universitetsforlaget.Hafskjold, L., Sundler, A. J., Holmström, I. K., Sundling, V., van Dulmen, S., & Eide, H. (2015). A cross-sectional study on person-centred communication with older people: The COMHOME study protocol. BMJ Open, 5(4), e007864.Hafskjold, L., Sundling, V., van Dulmen, S., & Eide, H. (2017). The use of supportive communication when responding to older people's emotional distress in home care: An observational study. BMC Nursing, 16, 24.Høiback, H. (2011). What is doctrine? Journal of Strategic Studies, 34(6), 879–900.Høiback, H. (2013). Understanding military doctrine: A multidisciplinary approach. Routledge.Sherman, N. (1989). The fabric of character: Aristotle's theory of virtue. Oxford University Press.Sherman, N. (2005). Stoic warriors: The ancient philosophy behind the military mind. Oxford University Press.Sherman, N. (2015). Afterwar: Healing the moral wounds of our soldiers. Oxford University Press.Sherman, N. (2021). Stoic wisdom: Ancient lessons for modern resilience. Oxford University Press.Sherman, N. (2024). How to have a soul: What Aristotle teaches us about lasting happiness. Penguin Press.Sundling, V., Hafskjold, L., Eklund, J. H., Holmström, I. K., van Dulmen, S., & Eide, H. (2020). Comparing supportive communication between home care nurses in Norway and Sweden. Patient Education and Counseling, 103(5), 976–984.

  2. Sep 1

    #35 Megan Laverty | Philosophy of Education and Human Formation

    Our guest in this episode is Megan Laverty, Professor of Philosophy and Education at Teachers College, Columbia University, and a leading voice in contemporary philosophy of education. Drawing on the work of Gareth Matthews, Iris Murdoch, and the Philosophy for Children movement, Megan explores education as a deeply ethical and dialogical practice that shapes not only what we know, but who we become. Together, we discuss philosophy with children, the role of the humanities in democratic societies, and why professional education requires more than technical competence—it also calls for reflection, practical wisdom, and genuine dialogue. This conversation is an invitation to rediscover education as a process of human formation. 00:01:07  Philosophy for Children, Matthew Lipman & Gareth Matthews 00:05:46  Gareth Matthews' approach to philosophical dialogue with children 00:10:35  Learning concepts and becoming a better human being 00:14:38  Philosophical dialogue and the deepening of concepts 00:18:05  Why the humanities matter 00:24:25  Philosophy in times of war, crisis, and uncertainty 00:29:20  Professional education, reflection, and practical wisdom 00:35:19  Final reflections 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. Megan Laverty describes philosophical inquiry as beginning with people's own experiences and questions rather than predetermined answers. How might you create more opportunities in your own teaching, leadership, or professional practice for others to bring their genuine questions into dialogue?Throughout the conversation, Megan suggests that concepts such as friendship, courage, justice, or responsibility are not fixed definitions to be learned once and for all, but ideas that deepen through reflection and dialogue. Which concept is currently evolving in your own life or professional practice?Literature:   Laverty, M. J. (2025). The wartime quartet—Three years on. Philosophical Investigations, 48(4), 459–475. Mylonaki, E., & Laverty, M. J. (2025). A resolute reading of Metaphysics as a Guide to Morals. British Journal for the History of Philosophy, 33(3), 658–682. Haroutunian-Gordon, S., & Laverty, M. J. (2024). Introduction to Jean-Luc Nancy. Educational Theory, 74(6), 840–848. Gregory, M. R., & Laverty, M. J. (Eds.). (2022). Gareth B. Matthews: The child’s philosopher. Routledge. Hansen, D. T., & Laverty, M. J. (Eds.). (2021). A history of Western philosophy of education. Bloomsbury. Frank, J., & Laverty, M. J. (2021). Introduction: Considering Cora Diamond’s significance for philosophers of education. Ethics and Education, 16(1), 1–19. Laverty, M. J. (2019). Murdoch as educator. In N. Hämäläinen & G. Dooley (Eds.), Reading Iris Murdoch’s Metaphysics as a Guide to Morals (pp. 125–144). Palgrave Macmillan. Laverty, M. J. (2015). “There is no substitute for a sense of reality”: Humanizing the humanities. Educational Theory, 65(6), 635–654. Laverty, M. J. (2009). Learning our concepts. Journal of Philosophy of Education, 43(1), 27–40. Laverty, M. J. (2011). Learning our concepts. In S. E. Cuypers & C. Martin (Eds.), Reading R. S. Peters today: Analysis, ethics, and the aims of education (pp. 24–37). Wiley-Blackwell. (Reprinted from Journal of Philosophy of Education, 43(1), 27–40, 2009.)

  3. Aug 4

    #34 Balaganapathi Devarakonda | Indian Philosophical Practice

    In this episode of the ResponsAbility Podcast, we welcome Professor Balaganapathi Devarakonda (Bala), Professor of Philosophy at the University of Delhi and one of the leading voices in contemporary philosophical practice. Drawing on Indian philosophy, philosophical counselling, and intercultural dialogue, Bala explores philosophy not merely as an academic discipline but as a way of life. The conversation ranges from classical Indian traditions and the dialogical wisdom of texts such as the Mahabharata to questions of education, professional practice, peace, spirituality, and AI. Bala argues that philosophy should help us cultivate self-knowledge, responsibility, inner peace, and reflective judgment in everyday life. He also shares his vision of philosophy as a public enterprise that reaches beyond universities and engages directly with society. 00:01:04 — Bala’s path into philosophy and philosophical counselling; philosophy as a living practice 00:05:25 — The common thread connecting Bala’s diverse work; the core of his research and writings 00:07:08 — Dialogue, debate, and the argumentative tradition in Indian philosophy 00:12:55 — Eastern wisdom traditions and their contribution to contemporary professional life 00:23:21 — Philosophical practice in education; humanizing teacher education and learning 00:29:39 — Relearning peace; inner peace versus externally imposed peace 00:32:14 — Living philosophically, equanimity, and the relationship between philosophy and peace 00:37:47 — Spirituality, harmony, and the connection between self, society, and ultimate reality 00:40:19 — Philosophical practice, technology, AI, and maintaining humanity in digital times 00:44:46 — Closing reflection: topics not yet discussed and final thoughts 00:45:22 — Public philosophy and bringing philosophical practice beyond academia into society 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. Bala suggests that every person lives from an implicit philosophy—what he also calls our “inner operating system”: a set of assumptions, values, and ways of understanding reality that shape how we think, speak, and act. Which aspects of your own philosophy influence the way you respond to challenges in your professional life, and what might change if you reflected on them more consciously?If peace, wisdom, and meaningful coexistence are not outcomes that can be imposed from the outside but qualities that must be cultivated within, what practices could help you develop greater equanimity, compassion, and reflective awareness in your everyday work—and how might this influence the people and communities around you?Literature:   Devarakonda, B.(2018). Hinduism in Thailand: Its presence and absence. Journal of South Asian Studies, 24(2), 73–86. Devarakonda, B., M., S., & K., B. (2014). Transition from cultural diversity to multiculturalism: Perspectives from off-shore industry in India. AI & Society: Journal of Knowledge, Culture and Communication. https://doi.org/10.1007/s00146-014-0537-8 Devarakonda, B. (2023). Theistic metaphysics: Satchidananda Murty’s conceptualization of real. In M. Datta & S. Basu (Eds.), Approaches to the real in contemporary India. Jadavpur University. Devarakonda, B. (2022). Historiography of Indian philosophy: Some reflections on periodization and conceptualization. In D. Chakrabarti (Ed.), History of ancient India. Vivekananda International Foundation. Devarakonda, B. (2020). Relearning to be at peace: Exploring alternative conceptions. In P. Jonkers (Ed.), Self-awareness of life in new era. CRVP. Devarakonda, B. (in print). Culture through the labyrinth of globalization: A study of resistance to standardization of Telugu. Comparative Literature Studies.

  4. Jun 19

    #33 Otto Scharmer | Presencing

    In this episode of the ResponsAbility Podcast, we welcome Otto Scharmer, one of the leading voices in systems transformation, leadership, and social innovation. Drawing on his work with Theory U and the concept of “presencing,” Otto reflects on how individuals and institutions can learn not only from the past, but also from the emerging future. The dialogue explores themes such as generative listening, consciousness, wisdom and the future of higher education in the age of AI. Furthermore, Otto shares insights into the importance of attention, intention, and agency, and discusses how educators can cultivate spaces for transformative learning and generative listening that help students connect with their highest future potential. The conversation also touches on the Inner Development Goals, source intelligence, contemplative practices, and the role of spirituality in fostering human creativity and collective agency. 00:01:05 — Origins and meaning of Theory U; learning from the emerging future 00:10:46 — Attention, intention, and agency in the U-process 00:21:19 — The four levels of listening; generative listening and education 00:34:10 — How higher education can cultivate deep listening and transformative learning 00:40:42 — Wisdom, dialogue, and different forms of intelligence in the age of AI 00:46:49 — Inner Development Goals, spirituality, and source intelligence in education and social transformation 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. Otto Scharmer suggests that the future is not something that simply happens to us, but a possibility that “looks at us” and depends on our participation. What emerging possibility in your professional life is asking for your attention right now, and what concrete action could you take to begin responding to it?If the quality of our actions depends on the quality of our attention and listening, how might you cultivate deeper forms of listening—towards yourself, your colleagues, students, clients, or community—and what difference might this make for the challenges you are currently facing together?Literature:   Scharmer, C. O. & Käufer, K. (2025): Presencing: 7 Practices for Transforming Self, Society, andBusiness. Oakland, CA: Berrett- Koehler Publishers, Inc. Senge, Peter M.; Scharmer, Claus Otto; Jaworski, Joseph; Flowers, Betty Sue (2004): Presence: ExploringProfound Change in People, Organizations, and Society. New York: Currency/Doubleday. Scharmer, O. (2018): The Essentials of Theory U: Core Principles and Applications. Oakland: Berrett-Koehler Publishers. Scharmer, O. (2016): Theory U: leading from the future as it emerges: the social technology ofpresencing. Oakland, CA: Berrett-Koehler Publishers, Inc. Scharmer, O. (2013): Leading from the emerging future: from ego-system to eco-system economies. SanFrancisco: Berrett-Koehler Publishers, Inc.

  5. Jun 5

    #32 Ken Wilber | An Integral Approach to Human Consciousness

    In this episode of the ResponsAbility Podcast, we welcome Ken Wilber, one of the most influential contemporary thinkers on consciousness, spirituality, and human development. The conversation explores the origins of Ken's integral approach, beginning with his early fascination with developmental psychology and his profound experiences of what he describes as “unity consciousness.” Ken reflects on the distinction between “growing up” stages of psychological development and “waking up” stages of spiritual realization, while also discussing concepts central to his work such as the four quadrants, multiple intelligences, and what he means by “opening up,” “cleaning up,” and “showing up.” Along the way, the dialogue touches on mysticism, Freud and Jung, integral spirituality, and the question of wholeness in human life. Ultimately, the episode becomes an inquiry into how human beings might cultivate a more integral and radically whole way of being in the world. 00:01:05 — Origins of the integral approach  00:11:45 — Mystical experience and unity consciousness  00:17:52 — Integral spirituality 00:41:04 — Spirituality and contemporary society  00:43:28 — Wholeness and human development 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. Ken Wilber argues that psychological growth and spiritual awakening are distinct processes, and that one does not automatically lead to the other. Looking at your own professional and personal life, which aspects of your development have received the most attention—and which dimensions might be calling for greater cultivation? If ResponsAbility is understood as the capacity to respond wisely and appropriately to what a situation calls for, what practices help you become more whole, present, and attentive in your everyday work? Which of Ken Wilber’s dimensions of wholeness—growing up, waking up, opening up, cleaning up, or showing up—might offer a fruitful direction for further inquiry and action?Literature:   Wilber, K. (2024): Finding Radical Wholeness: The Integral Path to Unity, Growth, and Delight, Shambhala. ISBN 978-1645471851 Wilber, K. (2024): A Post-Truth World: Politics, Polarization, and a Vision for Transcending the Chaos, Shambhala. ISBN 9781645473558 Wilber, K. (2013): The Integral Approach: A Short Introduction by Ken Wilber. ISBN 9780834829060  Wilber, K. (2008): Integral Life Practice: A 21st-Century Blueprint for Physical Health, Emotional Balance, Mental Clarity, and Spiritual Awakening. ISBN 1-59030-467-5 Wilber, K. (2008): The Pocket Ken Wilber. ISBN 1-59030-637-6 Wilber, K. (2007): The Integral Vision: A Very Short Introduction to the Revolutionary Integral Approach to Life, God, the Universe, and Everything. ISBN 1-59030-475-6 Wilber, K. (2007): The Integral Vision: A Very Short Introduction. ISBN 9781611806427 Wilber, K. (2006): Integral Spirituality: A Startling New Role for Religion in the Modern and Postmodern World. ISBN 1-59030-346-6 Wilber, K. (2006): Integral Life Practice Starter Kit. ISBN 0-9772275-0-2 Wilber, K. (2000): Integral Psychology: Consciousness, Spirit, Psychology, Therapy. ISBN 1-57062-554-9 Wilber, K. (1980): The Atman Project: A Transpersonal View of Human Development. ISBN 0-8356-0730-5 Wilber, K. (1977): The Spectrum of Consciousness. ISBN 0-8356-0695-3

  6. May 21

    #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.

  7. May 7

    #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.

  8. Mar 31

    #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.

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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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