ResponsAbility - Dialogues on Practical Knowledge and Bildung in Professional Studies

Michael Noah Weiss & Guro Hansen Helskog
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How to turn professional experience into practical knowledge? How to reflect over one’s professional practice in order to improve it? How to further develop a practitioner’s responseAbility when facing challenging situations? Already Aristotle spoke of practical knowledge in terms of prudence or practical wisdom (phronesis), a notion which is also reflected in the term Bildung. In this podcast, the hosts prof. Michael Noah Weiss and prof. Guro Hansen Helskog are examining central aspects of this knowledge form and its relevance in professional studies by talking to different scholars who made significant contributions to the field. Listeners can get hands-on ideas on how to develop practical knowledge in their own professional contexts. Hosts: Michael Noah Weiss & Guro Hansen Helskog

  1. -13 Ч

    #20 Lou Marinoff | The Practical Power of Philosophy - in Education, Professions and Life

    In this episode of the ResponsAbility Podcast, we speak with philosopher Lou Marinoff, professor at City College of New York and founding president of the American Philosophical Practitioners Association. Marinoff shares his journey from physics to philosophy, and how he became a pioneer of philosophical practice. We talk about his well-known book Plato, Not Prozac and the P4/PEACE framework, his dialogue with Buddhist thinker Daisaku Ikeda in The Inner Philosopher, and his reflections on spirituality, Taoism, and Pierre Hadot’s idea of philosophy as a way of life. Marinoff also discusses his work on the root causes of conflict and argues for philosophy’s crucial role in higher education, professional practice, and in creating the conditions for peace. 00:00:50 - Personal and professional journey 00:03:38 - What philosophical practice can contribute to higher education 00:13:01 - On the relevance of philosophy when facing life’s challenges00:15:52 - On the P4/PEACE framework and why it is not only about problem-solving 00:30:56 - On The Inner Philosopher with Japanese Buddhist thinker Daisaku Ikeda. 00:35:46 - On spirituality and philosophical practice 00:41:45 - What is Daoist philosophy about, and how might it be applied in life? 00:46:42 - What are the root causes of conflict? 00:55:14 - On understanding conflict and developing towards wisdom Literature:  Marinoff, L. (1999). Plato, not Prozac! Applying eternal wisdom to everyday problems. HarperCollins.  Marinoff, L. (2003). The big questions: How philosophy can change your life. Bloomsbury.  Marinoff, L. (2004). Therapy for the sane: How philosophy can change your life. Bloomsbury USA. (Note: This work was originally published in hardcover as The Big Questions.) Marinoff, L., & Ikeda, D. (2012). The inner philosopher: Conversations on philosophy’s transformative power. Dialogue Path Press.  Marinoff, L. (2017). The power of Dao: A timeless guide to happiness and harmony. Waterside Productions.  Marinoff, L. (2019). On human conflict: The philosophical foundations of war and peace. Rowman & Littlefield.  Marinoff, L. (2020). The middle way: Finding happiness in a world of extremes. Waterside Productions.

    59 мин.

  2. 5 СЕНТ.

    #19 Nicola Ulibarri | Creativity in Research

    In this episode of the ResponsAbility Podcast, we speak with Nicola Ulibarri, Associate Professor at UC Irvine and first author of Creativity in Research. Drawing on her experience at Stanford’s d.school, Nicola shares how creativity can be cultivated as a deliberate practice in academia through mindfulness, emotional intuition, structured exercises, and supportive collaboration. We explore themes from her book, including the thirty-day creativity program, storytelling, energy management, and psychological safety in teams — and reflect on how these themes can become sources of creativity and inspiration for the researcher. 00:00:55 - Personal and professional background for writing Creativity in Research 00:03:38 - Mindfulness as foundational for creativity in research 00:05:06 - Emotional intuition as a guide in research decisions 00:09:11 - How can the inclusion of mindfulness and emotional intuition in research processes be justified? 00:12:38 - On the thirty-day-program 00:15:02 - Transformations observed with researchers who did the thirty-day-program 00:17:48 - On the importance of storytelling and language in shaping researchers’ identity 00:19:19 - On the role of energy management in research processes 00:24:09 - On the importance of collaboration and feedback in order for creativity to flourish in research 00:28:13 - Surprises in the reception of the book 00:31:10 - Is a researcher also a kind of artist? Literature: Ulibarri N, Cravens AE, Svetina Nabergoj A, Kernbach S, Royalty A. (2019): Creativity in Research: Cultivate Clarity, Be Innovative, and Make Progress in Your Research Journey. Cambridge University Press.

    33 мин.

  3. 15 АВГ.

    #18 Lars Løvlie | Philosophy of Bildung and Pedagogy

    In this episode of the ResponsAbility Podcast, we are honored to welcome Professor Lars Løvlie—philosopher of education and long-time advocate for a reflective, humane, and relational approach to schooling and teacher education. Drawing on decades of experience and a deep engagement with thinkers like Hegel, Kant, Gadamer, and Dewey, Løvlie shares his reflections on concepts such as respect, recognition, and play—and how these shape both pedagogy and Bildung. We also explore his critique of standardized education reforms and his commitment to the essay as a philosophical form. This conversation is a thoughtful invitation to rethink what it means to teach, to learn, and to live together in a humane society. 00:01:12 - How Lars got interested in the German Bildung tradition 00:11:14 - On Hegel's concept of recognition and Kant's concept of respect 00:17:28 - On the notion of play 00:18:18 - On John Dewey's approach to education 00:20:29 - On the existential dimension of education 00:23:16 - What is the real question of education about? 00:24:31 - How to design a teacher education program that includes the promotion of Bildun and practical wisdom? 00:26:33 - On the test of practice 00:31:48 - On the importance of the academic essay in teacher education Literature: Løvlie, Lars. 1979. Dialektikk og pedagogikk: en studie med utgangspunkt i Hegel: åndens fenomenologi: arbeidsmanuskript, skrifter 22. [Dialectics and pedagogy: a study based in Hegel: the phenomenology of spirit]. Lillehammer: Oppland distriktshøgskole. Løvlie, Lars.1984. Det pedagogiske argument [The pedagogical argument]. Oslo: J.W. Cappelens forlag. Løvlie, Lars. 1990. "Omsorgsperspektiver." [Perspectives on care]. In Moderne omsorgsbilder, edited by Karen Jensen et al, 33-60. Oslo: Gyldendal. Løvlie, Lars. 1992a. "Pedagogisk filosofi." [Philosophy of pedagogy]. In Pedagogisk filosofi, edited by Erling Lars Dale. Oslo: Ad Notam Gyldendal. Løvlie, Lars. 1992b. «Postmodernisme, språk og filosofi». [Postmodernism, language and philosophy]. In Pedagogisk filosofi, edited by Erling Lars Dale. Oslo: Ad Notam Gyldendal. Løvlie, Lars. 1992c. "Moralen og forholdet til de andre." [The moral and the relationship to others]. In Erkjennelse og anerkjennelse: perspektiv på relasjoner, edited by Berit Bae and Jan Erik Waastad, 190-210. Oslo: Universitetsforlaget. Løvlie, Lars. 1994. Prosjektbeskrivelse. Skolen som kulturinstitusjon (Skole-KULT). [Project description. The school as a cultural institution (Skole-KULT)]. Retrieved June 18th 2013 from https://www.forskningsradet.no/prosjektbanken_beta/#/project/102116/no Løvlie, Lars. 1999. "Hegels dannelsesbegrep: noen synspunkter." [Hegel`s conception of Bildung – some viewpoints]. In Dannelse, humanitas, paideia, edited by Øyvind Andersen, 43-62. Oslo: Sypress forlag  Løvlie, Lars. 2000. "Mot et utvidet danningsbegrep." [Towards an extended conception of Bildung]. In KULT - i kulturforskningens tegn: en antologi, edited by Håkon W.  Andersen et al, 211-228. Oslo: Pax. Løvlie, L. (2009). Dannelse og profesjon. [Bildung and profession].  I:Kunnskap og dannelse foran et nytt århundre.Innstilling fra Dannelsesutvalget for høyere utdanning. Løvlie, L (2013). Verktøyskolen. [The tool school]. I Norsk Pedagogisk Tidsskrift 3/2013Øksnes, M., Sundsdal, E., & Løvlie, L. (2015). Leder. Nordisk tidsskrift for pedagogikk og kritikk, 1. https://doi.org/10.17585/ntpk.v1.92Løvlie, L. (2015). Herbart om oppdragelse, formbarhet og takt. Nordisk tidsskrift for pedagogikk og kritikk, 1. https://doi.org/10.17585/ntpk.v1.91 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 Løvlie, L. (2017). The Test of Practice–An Essay. Education Sciences, 7(1), 31. https://doi.org/10.3390/educsci7010031 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.

    34 мин.

  4. 4 АВГ.

    #17 Ambrogio Bongiovanni | Interfaith Dialogue

    In this episode of the ResponsAbility Podcast, we speak with Professor Ambrogio Bongiovanni—director of the Center for Interreligious Studies at the Pontifical Gregorian University—about the transformative role of dialogue in education, peace-building, and global responsibility. Drawing from decades of work across religious, academic, and international institutions, Bongiovanni explores what it means to cultivate a pedagogy of dialogue that embraces difference without losing depth. From grassroots encounters in India to teaching future educators and theologians, he shares insights on nonviolence, spiritual formation, and the ethical challenges of our time. In summary, this conversation examines how dialogue in education can foster connection, reflection, and responsibility in an increasingly divided world. 00:01:00 – Background and path into interreligious work 00:04:16 – Pedagogy of dialogue in multi-religious education 00:08:19 – Dialogical training for peace and nonviolence 00:12:12 – Challenges in promoting interreligious dialogue 00:16:00 – Institutional influence on global dialogue and responsibility 00:19:44 – Ethics and moral development in education 00:22:52 – Spirituality and Bildung in education Literature:  Bongiovanni, A. & Edwin, V. (Eds.) (2021): A Call to Dialogue. Christians in Dialogue with Muslims. Rome: Aracne.

    27 мин.

  5. 29 ИЮН.

    #16 Alfried Längle & Eva Maria Waibel | Existential Pedagogy and Existential Analysis

    In this episode of the ResponsAbility Podcast, we are joined by Prof. Dr. Alfried Längle and Prof. Mag. Dr. Eva Maria Waibel—two leading voices in existential therapy and pedagogy. Alfried Längle, a close collaborator of Viktor Frankl and founder of the International Society for Logotherapy and Existential Analysis, shares his insights into the foundations of existential psychotherapy, focusing on meaning, freedom, and the four fundamental motivations that guide human life. Eva Maria Waibel, a seasoned educator and psychotherapist, brings these existential principles into the field of education, emphasizing the formation of the whole person through presence, relationship, and ethical responsibility. Together, they explore how both therapy and education can support people in navigating suffering, disconnection, and the challenges of modern life—not by offering easy answers, but by cultivating the courage to face difficult questions and stay connected to oneself and others. This episode offers a hopeful reflection on what it means to teach, learn, and live with meaning and care. 00:01:24 - About the Third Viennese School of Psychotherapy 00:06:17 - What distinguishes Alried Längle's form of existential analysis from Viktor Frankl's? 00:08:38 - What is Existential Pedagogy and what does it look like in practice? 00:16:05 - How can you work to educate children and youth in ways that can give them meaning in their lives? 00:17:41 - How to understand spirituality in the context of Existential Analysis and Existential Pedagogy? 00:23:50 - How to work with not only spirituality but also with responsibility in educational settings? 00:33:47 - What does conscience mean in the context of Existential Analysis and Existential Pedagogy? 00:35:58 - What can Existential Pedagogy contribute to the development of so-called Life Skills? Literature: Längle, A. (2024): The Art of Involving the Person: The Existential Fundamental Motivations as Structure of Motivational Process. In: A. Cantú, E. Maisel, & C. Ruby (Eds.), Theoretical Alternatives to the Psychiatric Model of Mental Disorder Labeling: Contemporary Frameworks, Taxonomies, and Models (pp. 487–503). Cambridge (UK): The Ethics International Press. ISBN (Hardback): 978-1-80441-276-3 Längle A. & Klaassen, D. (2019): Phenomenology and Depth in Existential Psychotherapy. In: J Humanistic Psychology https://journals.sagepub.com/eprint/pJdypyZFmIK2F6mvBgyJ/full Längle, A. (2014): From Viktor Frankl’s Logotherapy to Existential Analytic psychotherapy. In: European Psychotherapy 12, 67-83. Längle, A. (2012): The Viennese School of Existential Analysis. The Search for Meaning and Affirmation of Life. In: Barnett L, Madison G (Eds.): Existential therapy: Legacy, vibrancy, and dialogue. New York: Routledge, 2ß12, 159-170. Siller, H. & Waibel, E. M. (2018): Not pure harmony, but less of a power struggle – What do teachers and pedagogues think about Existential Pedagogy? In: The Teacher Educator, Volume 53/2018, Issue 1, pp. 44 – 66. Waibel, E. M. (2017): Self-Worth and Meaning-Oriented Education, In: Etherington, Matthew (Ed.). What Teachers Need to Know. Topics of Inclusion. Wipf & Stock: Eugene, OR (USA), pp. 66 – 81   Waibel, E. M. (2012): Erziehung zu Selbstwert und Sinn – Self-Worth and Meaning-Oriented Education, In: Rabensteiner, Pia-Maria und Ropo Eero (Hrsg.): Life and Responsibility in European Education. Euopean Dimension in Education and Teaching. Vol. 5. Hohengehren: Schneider, S. 103 – 131

    39 мин.

  6. 27 МАЯ

    #15 Carol Gilligan | Democracy - The Opposite of Patriarchy

    The Time Magazine listed our guest today among America’s 25 most influential people in 1996. And with that, we are truly honored to welcome Professor Carol Gilligan in this episode! Carol is one of the most influential psychologists and ethicists of our time. She is the author of the groundbreaking book In a Different Voice, which not only reshaped moral development theory but also introduced the now widely recognized ethics of care. Currently based at New York University, she has held distinguished positions at Harvard and Cambridge. Her work has had a lasting impact not only in psychology and philosophy but also in education, gender studies, and democratic theory. In this episode, we speak with Carol about the origins of In a Different Voice, the overlooked abortion study that inspired it, and the paradigm shift she helped initiate—from abstract principles of justice to an ethics rooted in care, relationship, and responsibility. We also explore the role of embodied knowledge, the resurgence of patriarchy, and why helping children—and societies—find their voices is more urgent than ever.  00:01:16 – A bit about Carol’s personal story  00:09:56 – About the abortion decision study which lead to In a Different Voice  00:16:57 – About the paradigm shift towards the ethics of care  00:21:47 – What does responsibility mean to Carol?  00:27:32 – What role does intuition have with regard to the human voice?    00:31:58 – What would it look like in practice if we were to teach teacher students or nursing students in a way that would enhance their intuition?  00:33:16 – What does the voice of resistance sound like?  00:41:50 – Why did Carol call her book Darkness Now Visible?  Literature:    Gilligan, C. (1982): In a Different Voice: Psychological Theory and Women's Development. Cambridge, Massachusetts: Harvard University Press. ISBN 9780674445444.  Gilligan, C (1991) Women, Girls and Psychotherapy. Reframing resistance.  Gilligan, C. Between Voice and Silence (1996): Women and Girls, Race and Relationships.  Gilligan, C. (2011). Joining the resistance. Cambridge, UK Malden, Massachusetts: Polity Press. ISBN 9780745651705.  Gilligan, C and David Richards (2020). Darkness now visible - Patriarchy`s Resurgence and Feminist resistance  Gilligan, C. (2023): In a Human Voice. Cambridge: Polity Press ISBN 9781509556809.

    53 мин.

  7. 5 МАЯ

    #14 Helgard Mahrdt | Hannah Arendt and the Double Responsibility of Educators

    Our guest in this episode is Dr. Helgard Mahrdt from the Center for Gender Research at the University of Oslo. She was also Associate Professor at the Department of Literature, Area Studies, and European Languages and Visiting Professor at the University of Ljubljana. Furthermore, she served as a Senior Researcher at the Danish Institute for Advanced Studies in the Humanities in Copenhagen and has been affiliated with the Humaniora study group at the University of Oslo. In this episode, we explore her long-standing engagement with the political thought of Hannah Arendt, focusing on Arendt’s insights into education, judgment, and responsibility. We discuss Arendt’s concept of the educator’s double responsibility—toward both the child and the world—and what it means to teach in an era marked by alienation, expropriation, and the breakdown of tradition. We also reflect on the role of thinking, remembering, and public discourse in shaping democratic life, and on how educators and universities must respond to rising authoritarian pressures.  00:01:25 – What brought Helgard to study the life and work of Hannah Arendt?  00:03:48 – On the double responsibility of the educator  00:04:09 – On Arendt’s concept of Being-in-the-world and its relevance for education  00:11:45 – On the difference between moral and political responsibility  00:15:52 – What lessons can we draw from Arendt regarding current radical political movements?  00:21:19 – Do universities have a political responsibility?  Literature:  Arendt, H. (2017): The Origins of Totalitarianism. London: Penguin Books. Arendt, H. (2018): The Human Condition. Chicago: University of Chicago Press. Arendt, H. (2022): Eichmann in Jerusalem. London: Penguin Books. Arendt, H. (2006): On Revolution. London: Penguin Books. Mahrdt, H. (in progress) Hannah Arendt – to be at home in the world. Vidar Forlag: Oslo.   Mahrdt, H. (2022): Responding to wrong-doing. Ethics and Education. ISSN 1744-9642. 17(2), p. 197–210. doi: 10.1080/17449642.2022.2054541.  Mahrdt, H. (2018): Arendt and the notion of plurality, In: Filosofisk supplement.   Mahrdt, H. (2015): Refugees and Europe: a dilemma or a turning point. In: Studier i Pedagogisk Filosofi. Vol. 4. No. 2.   Mahrdt, H. (2012): Hannah Arendt: Self-disclosure, Worldliness and plurality. Journal of the British Society for Phenomenology. Vol 43. No.3. (pp.250-263).

    23 мин.

  8. 1 АПР.

    #13 Monika Ardelt | How can you measure wisdom?

    The guest of our episode today is the internationally acclaimed wisdom researcher, Monika Ardelt. Monika is Professor of Sociology at the University of Florida and a Founding Faculty Member and serves on the Advisory Committee of the University of Florida’s Center for Spirituality and Health. She is widely recognized in the global wisdom research community for developing the influential Three-Dimensional Wisdom Scale (3D-WS), a pioneering tool that conceptualizes wisdom as a combination of cognitive, reflective, and compassionate dimensions. In this episode, we talk with Monika about how she came to study wisdom, what makes someone wise, and how wisdom can be cultivated across the lifespan. We explore the links between wisdom, well-being, resilience, meaning-making, spirituality, and responsibility—and whether wisdom can be taught in educational settings. Monika also reflects on the challenges of measuring wisdom across cultures and why she believes that wisdom is ultimately not something found in books, but embodied in the way we live our lives.  00:01:19 – How Monika became a wisdom researcher  00:07:00 – The story behind the 3D Wisdom Scale  00:11:32 – Is wisdom universal?  00:11:32 – Wisdom and meaning-making  00:11:32 – Can young people be wise?  00:22:30 – Can wisdom be taught?  00:25:10 – How do students respond to the university course on wisdom?  00:27:05 – On wisdom and spirituality  00:32:00 – On wisdom and responsibility  Further literature:  Ardelt, M. (2003): Empirical assessment of a three-dimensional wisdom scale. Research on Aging, 25(3): 275-324.  Ardelt, M. (2004): Wisdom as Expert Knowledge System: A Critical Review of a Contemporary Operationalization of an Ancient Concept. Human Development, 47(5), 257–285. https://doi.org/10.1159/000079154   Ardelt, M. (2000): Antecenents and Effects of Wisdom in Old Age: A Longitudinal Perspective on Aging Well. Research on Aging. Volume: 22 issue: 4, page(s): 360-394  Zadworna, M. & Ardelt, M. (2025): Understanding mental health in older adults: exploring the interplay of wisdom, perceived poor health, and attitudes toward agingAging & Mental Health 2025-01-24 | Journal article DOI: 10.1080/13607863.2025.2452943   Ardelt, M. & Kingsbury, J. (2024): Wisdom, Virtues, and Well-Being: An Empirical Test of Aristotle’s Theory of Flourishing. Topoi. 2024-08 | Journal article DOI: 10.1007/s11245-023-10002-x   Ardelt, M.; Kim, J.J. &Ferrari, M. (2023): Does Self-Transcendent Wisdom Mediate the Relation between Spirituality and Well-Being? A Test Across Six Nations Journal of Happiness Studies | Journal article DOI: 10.1007/s10902-023-00637-3

    36 мин.
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How to turn professional experience into practical knowledge? How to reflect over one’s professional practice in order to improve it? How to further develop a practitioner’s responseAbility when facing challenging situations? Already Aristotle spoke of practical knowledge in terms of prudence or practical wisdom (phronesis), a notion which is also reflected in the term Bildung. In this podcast, the hosts prof. Michael Noah Weiss and prof. Guro Hansen Helskog are examining central aspects of this knowledge form and its relevance in professional studies by talking to different scholars who made significant contributions to the field. Listeners can get hands-on ideas on how to develop practical knowledge in their own professional contexts. Hosts: Michael Noah Weiss & Guro Hansen Helskog

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