In this episode prof. emeritus Anders Lindseth talks about his work in the committee for Bildung in higher education (“Dannelsesutvalget - om dannelses perspektiver i høyere utdanning”, 2009) and the fundamental perspectives that this committee brought forward. Furthermore, he discusses the intention of The Research Council of Norway to have more practice-near research and how the Center for Practical Knowledge at Nord University, where Lindseth was professor, met this intention in terms of Reflective Practice Research. In the further conversation, Lindseth gives an in-depth account of why and how this research approach is deeply rooted phenomenology and hermeneutics and why it is legitimate for practitioners to conduct research on their on practice.

00:01:12 – What is the role of Bildung in professional studies and research?
00:02:51 – What are experiences of discrepancy and how to investigate them in terms of research?
00:05:08 – The “personal” in research
00:06:30 – What is Reflective Practice Research?
00:11:45 – Methodologies that can be used within the research approach of Reflective Practice Research
00:23:52 – What is “response-ability” (or “respondability” as Anders also calls it) and why is it important for professionals like nurses, teachers etc.?
00:25:10 – ResponsAbility (or “respondability”) and the practitioner’s search for meaning
00:26:59 – On the theoretical reflection- the third phase of the research process in Reflective Practice Research.
00:29:32 – On the relationship between reflection and meditation
 
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.

1.  Anders Lindseth states that learning, development, and research often begin with an experience of discrepancy—a situation in which reality does not unfold as expected. Reflect on a recent situation in your professional life that surprised, challenged, or unsettled you. What might be at stake in this experience (e.g. what themes, topics, values)?
2. Lindseth suggests that genuine thinking requires moments of stillness in which we step back from immediate reactions, calculations, and ready-made answers. How do you create space for reflection in your own life, and how might such moments of silence strengthen your capacity to respond wisely to the people and situations you encounter?

Literature:

-              Lindseth, A. (2020). Dosenten i et FoU-perspektiv. Refleksiv praksisforskning som en vei mot dosentkompetanse. I C. C. Bachke & M. Hermansen (Red.), Å satse på dosenter. Et utviklingsarbeid (Kap. 4, s. 75–101). Oslo: Cappelen Damm Akademisk. 

-              Lindseth, A. (2021): Diskrepanserfaring og svarevne. In: Fuglseth, K. S. & Halås, C. T. (eds.): Innføring i praktisk kunnskap. Anerkjennende, kritisk og konstruktiv praksisforskning 

-              Lindseth, A (2009), Dannelsens plass i profesjonsutdanninger. Kunnskap og dannelse foran et nytt århundre. Innstilling fra Dannelsesutvalget for høyere utdanning

Steen Nepper Larsen is associate professor at the Department of Education Sciences at the Danish School of Education at Aarhus University. He is a renowned Danish intellectual and author of many publications. Among them is book together with John Hattie in which Steen challenges the Visible Learning approach. How this book came into life and what Steen assumes to be severe flaws of the education system today, is examined closer in this podcast episode, where Steen also gives an in-depth account of Bildung and why it is so fundamentally different from education. 

00:01:02 – Working with John Hattie on the book project “The Purposes of Education”
00:04:13 – Steen's main critique of John Hattie’s Visible Learning approach
00:07:06 – What is Bildung?
00:12:26 – How have the themes of Bildung come under pressure?
00:16:36 – Steen's main arguments against evidence-based teaching
00:21:56 – What would an education without “evaluation fever” and the chase for evidence look like?
00:26:09 – Is the concept of Bildung relevant for today’s professional studies?
00:30:11 – Is there a relation between Bildung and responsibility as presented in the European Qualifications Framework?
00:35:41 – What is needed from us to become truly “seeing”?
00:40:00 – Bildung as the “God-given” in humans?

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.

1. Steen Nepper Larsen argues that education should be more than preparation for predefined goals, performance indicators, or labor market demands. Reflect on your own professional life: Which ideas, values, texts, experiences, or encounters have genuinely shaped who you are—not merely what you can do—and how do they continue to influence your work today? 
2. Throughout the conversation, Larsen presents Bildung as the cultivation of independent judgment and the courage to think critically, even when prevailing systems, routines, or expectations push in another direction. Where in your own practice do you feel called to question assumptions, challenge taken-for-granted ways of thinking, or open up new possibilities for yourself and others?

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. (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. 

In this episode we welcome professor Gert Biesta as our guest. Gert is author of the book “The Beautiful Risk of Education” and a well-renown scholar in the field of educational theory. In our talk with him, he explicates why the shift of focus from teaching to learning is unfortunate and why a world-centered approach in education is to be chosen over a student-centered approach. He also describes why it is important for an educator to take risks and why the development of practical wisdom in professional studies is mandatory, so that the students do not only become competent but good practitioners. 

00:00:58 – On the difference between educational theory and philosophy of education
00:02:50 – On the unfortunate focus shift from teaching to learning
00:07:41 – Why teaching and learning should be more world-centered than student-centered
00:14:23 – On “subjectification” as one of the three main objectives of education
00:22:37 – What is phronesis and why is it important in professional studies?
00:24:29 – What is virtuosity, in relation to phronesis?
00:27:29 – Is virtuosity teachable?
00:31:18 – Is there a connection between the notion of “responsAbility” and phronesis?

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.

1. Gert Biesta describes education as a process through which people become subjects of their own lives rather than objects of external forces and expectations. Where in your own life and work do you experience the freedom to act from your own judgment, and what responsibilities arise from that freedom?
2. Biesta argues that meaningful education always involves risk because neither teachers nor learners can fully control what will emerge. Where in your own practice might you need the courage to let go of certainty, trust the process, and remain open to unexpected possibilities?

 
Literature:

- Biesta, G.J.J. (2015): “How does a competent teacher become a good teacher? On judgement, wisdom and virtuosity in teaching and teacher education.” In: Heilbronn, R. & Foreman‐Peck, L. (eds.): Philosophical perspectives on the future of teacher education. Oxford: Wiley Blackwell. 

- Biesta, G.J. 2013. The beautiful risk of education. Routledge. 

- Biesta, G,J. 2017. The Rediscovery of teaching. Routledge. 

- Biesta, G.J. 2020. Risking Ourselves in Education: Qualification, Socialization, and Subjectification Revisited. Educational Theory, v70 n1 p89-104 2020 

Our guest in this episode is Shaun Gallagher, a leading thinker and scholar in the fields of phenomenology, hermeneutics and the cognitive sciences, with several internationally acclaimed contributions. Shaun is the Lillian and Morrie Moss Professor of Excellence in Philosophy at the University of Memphis and he also has a secondary research appointment at the University of Wollongong in Australia. In this episode, he describes one of his neurophenomenological research projects based on astronauts’ experiences of awe and wonder. He also gives a brief account of phenomenology and why the first-person perspective in research can foster a deeper understanding of phenomena which conventional approaches cannot. In our conversation we also delve into the topic of self-knowledge and practical wisdom and Shaun explicates why spiritual experiences of awe and wonder, like the astronauts had, can contribute to the development of responsibility in professional practices. 

00:01:10 – Phenomenological research on the spiritual experiences of astronauts  

00:05:41– Why is phenomenology a suitable research approach to investigate experiences as such? 

00:07:03 – On the practice of phenomenology in other research projects 

00:08:39 – On the first-person perspective in phenomenological research  

00:11:44 – How does the body shape the mind? 

00:14:14 – On hermeneutics, education and human development 

00:17:46 – On the role of self-knowledge in professional studies and practices 

00:23:42 – On different concepts of the self 

00:27:55 – On the role of philosophy in professional studies 

00:31:32 – Can spiritual experiences of awe and wonder foster responsibility in professional practices? 

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.

1. Shaun Gallagher suggests that experiences of awe, wonder, and genuine encounter can transform how we see ourselves and our place in the world. Reflect on a recent experience that made you pause, reconsider, or see something differently. What might this experience be inviting you to pay greater attention to in your professional life?
2. Phenomenology invites us to examine our lived experience before rushing to explanations or judgments. In a current professional challenge, what might you discover if you first attend carefully to your own experience, the perspectives of others, and the broader context before deciding how to act?  

Literature:   

• Gallagher, S. (2022): Phenomenology. Berling: Springer.  
• Gallagher, S., Janz, B., Reinerman, L., Trempler, J., Bockelman, P. (2018): A Neurophenomenology of Awe and Wonder. London: Palgrave Macmillan.  
• Gallagher, S. (1992): Hermeneutics and Education. New York, NY: State University Press of New York  
• Gallagher, S. (2005): How the body shapes the mind. Clarendon Press, Oxford  
• Gallagher, S. Ed. (2011): The Oxford Handbook of the Self. Oxford University Press 

In this episode we have one of the most distinguished and well-known thinkers of our times with us: Martha C. Nussbaum. She is currently Ernst Freund Distinguished Service Professor of Law and Ethics at the University of Chicago, appointed in the Law School and the Philosophy Department. As a philosopher she published on a wide range of topics like ethics, feminism, political philosophy as well as ancient Greek and Roman philosophy. In our conversation with her, we delve into the Princeton Classics edition of her book Not For Profit: Why Democracy Needs the Humanities, which has just been released. Among other topics, we discuss the vital role of liberal arts and explore why their significance is increasingly diminished and even endangered in higher education.

00:01:26 – Why does democracy need the humanities? 

00:05:56 – Why is there a Silent Crisis in Higher Education and what is it about? 

00:09:57 – Why is it bad that the humanities are eradicated in certain university programs? 

00:11:47 – What is Socratic pedagogy and how can it be practiced with students? 

00:18:13 – Do one need specific classes to promote the three abilities that foster citizenship? 

00:19:42 – What is meant by the ability to cultivate imagination? 

00:24:45 – Is our human capacity of transcendence the key to develop responsibility? 

00:29:03 – About the educational approach of the philosopher and poet Tagore 

00:34:12 – How can liberal education be integrated in professional studies? 

00:37:45 – On academic essay writing 

00:41:52 – On Greek tragedies and their relevance for today’s world 

00:44:11 – Why do we need to think about anger and forgiveness? 

00:49:34 – Why philosophers who only have one single message, have become dead 

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.

1. Martha C. Nussbaum argues that responsible citizenship requires us to examine not only what we believe, but also why we believe it. Reflect on a conviction that guides your professional practice. Where does it come from, and how might exploring its origins deepen your understanding of both the issue and yourself?
2. Nussbaum suggests that education should prepare us not only for work, but also for citizenship in an interconnected world. What responsibility do you have—within your profession and beyond it—to contribute to a more thoughtful, humane, and democratic society, and how might this responsibility be expressed in your everyday practice?

Literature:   

• Callard, A. (2025): Open Socrates. The Case for a Philosophical Life. New York, NY: W. W. Norton & Company.  
• Nussbaum, Martha (2024): The Tenderness of Silent Minds. Benjamin Britten and his War Requiem. Oxford: Oxford University Press.  
• Nussbaum, Martha (2023): Justice for Animals. Our Collective Responsibility. New York, NY: Simon & Schuster.  
• Nussbaum, M. (2024 [2010]): Not For Profit. Why Democracy Needs The Humanities. Princton & Oxford: Princton University Press.  
• Nussbaum, M. (2016): Anger and Forgiveness. Resentment, Generosity, Justice. New York, N.Y.: Oxford University Press.  
• Nussbaum, M. (2001 [1986]): The Fragility of Goodness. Luck and Ethics in Greek Tragedy and Philosophy. Cambridge: Cambridge University Press.  
• Nussbaum, Martha (1997). Cultivating Humanity: A Classical Defense of Reform in Liberal Education. Cambridge, Massachusetts: Harvard University Press. 

Hilary Bradbury is our guest in this episode. She is a key figure in the vast international movement of action research and editor of The Sage Handbook of Action Research, which is without doubt a cornerstone of action research. Furthermore, she is one of the founders and editors in chief of the Action Research Journal as well as curator of the ActionResearchPlus online platform. In our conversation with her, we investigate central epistemological features of action research and the role of dialogue in this form of research. Last but not least we discuss with Hilary how action research can contribute to change and transformation in face of the climate crises and how spirituality can be approached by this form of research.

00:00:52 – How Hilary got involved in action research

00:02:42 – A short introduction to action research

00:04:55 – What is actionable knowledge?

00:07:32 – Different epistemologies between action research and conventional research

00:09:36 – On the notion of evidence in action research

00:12:54 – On the role of action research in social science and in the humanities

00:15:09 – On reflective practice research as a form of philosophical action research and how to deal with critics of action research

00:20:14 – How to understand impact in action research?

00:26:24 – How can one approach spirituality through action research?

00:37:39 – On practical wisdom and responsibility

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.

1. Hilary Bradbury suggests that meaningful change begins when we move from being passive observers of the world to active participants in shaping it. Consider a challenge or concern in your professional context that truly matters to you. What is one small but concrete step of action through which you could begin to contribute to the change you would like to see? 
2. Throughout the conversation, Bradbury highlights the importance of dialogue, reflection, and attentiveness to lived experience as sources of actionable knowledge. Reflect on a current situation in your professional life. What might become possible if, instead of immediately seeking solutions, you first created space for deeper listening—to yourself, to others, and to what the situation itself may be asking of you?

Literature:

• Bradbury, H. (ed.) (2015): The Sage Handbook of Action Research. Thousand Oaks, CA: Sage Publishing.
• Bradbury, H. (2022): Action Research Transformation: ART at a time of ecosocial crisis. Celtenham: Edward Elgar Publishing.
• Angeltun, Weiss, Helskog & Bloom (forthcoming): “Imagine this…” – Exploring Creativity and Intuition in R&D processes with the Trilogos Method. In: Helskog, G. H. (ed.): The Humanizing Power of Philosophical Practice. Vienna: LIT Publishing.
• www.actionresearchplus.com

The guest of this episode is John Hattie, one of the world’s best-known and most widely read education experts. In our conversation with him, he explains the cornerstones and intentions of his Visible Learning approach. We also discuss several points of criticism that he received for his approach and how he developed it further based on the critique he faced. Furthermore, John also explicates the concept of intentional alignment and why the practice of this concept needs an ethical dimension in order not to be misused. Finally, he advocates a shift of perspective in education from autonomy towards responsibility.  

00:01:12 – What is Visible Learning? 

00:02:59 – On “Know thy impact” 

00:05:55 – On the impact of Visible Learning 

00:07:01 – The main critiques of the Visible Learning approach 

00:10:23 – On interpreting and building a story around data 

00:12:02 – On “What works best” 

00:14:37 – The relevance of self-knowledge in the Visible Learning approach 

00:16:38 – The Dodo Bird Verdict 

00:21:22 – Intentional alignment 

00:27:13 – How does a competent teacher become a good teacher? 

00:32:48 – On phronesis, Bildung and ResponsAbility 

00:36:32 – From autonomy towards responsiblity 

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.

1.  Throughout the conversation, John Hattie argues that what matters is not simply what we do, but how we think about what we do and the impact it has on others. Think of a recurring practice in your professional life. How do you know whether it is making the difference you hope for? 
2.  Towards the end of the dialogue, Hattie proposes replacing the language of autonomy with the language of responsibility. Consider a situation in your professional practice where you have considerable freedom to act. Rather than asking, “What am I free to do?”, what changes when you ask, “What does this situation—and the people involved—need from me?”

Literature:  

• Hattie, J. (2023): Visible Learning: The Sequel A Synthesis of Over 2,100 Meta-Analyses Relating to Achievement. New York, NY: Routledge. 
• Hattie, J. & Larsen, S. N. (2020): The Purposes of Education. A Conversation Between John Hattie and Steen Nepper Larsen. New York, NY: Routledge. 
• Hattie, J. & Clarke, S. (2019): Visible Learning: Feedback. New York, NY: Routledge. 

The guest of this episode is professor James McGuirk, Director of the Center for Diaconia and Professional Practice at VID Specialized University and professor II at Nord University, both in Norway. As a philosopher, James gives account of what he means by the notion of “the wise practitioner” and how students of professional studies can develop towards becoming wise practitioners. In order to do so, he explicates the three forms of knowledge of Aristotle and brings forth arguments why using one’s own experiences is as legitimate as using others’ in practice research. 

00:00:44 – What are characteristics of a wise practitioner? 

00:02:06 – What is the role of habit in practical wisdom? 

00:04:59 – What is the role of reason in practical wisdom? 

00:06:42 – On the three knowledge forms of Aristotle 

00:10:38 – What is phronesis? 

00:14:03 – On values in institutions 

00:18:54 – How can students of professional studies become wise practitioners? 

00:24:28 – On the role of stories and experiences in practice research and developing practical knowledge 

00:28:04 – Are there any differences in researching narratives phenomenologically or hermeneutically? 

00:30:46 – Is using one’s own experiences as legitimate as using others’ in practice research? 

00:36:17 – Is developing phronesis, or responsAbility, rather a matter of research than of teaching? 

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.

1. James McGuirk describes practical wisdom not as the application of rules, but as the capacity to do the right thing, in the right way, at the right time. Think of a recent challenge in your professional life. Looking back, what did the situation require of you, and what helped—or hindered—you in responding wisely to it? 
2. Throughout the conversation, McGuirk emphasizes that wisdom develops through experience, attention, reflection, and learning from others. Who are the practitioners you admire, and what qualities in their way of being, acting, or judging would you like to cultivate more consciously in your own professional practice?

Literature:  

McGuirk, J. (2021): Den kloke praktikeren. In: Fuglseth, K.S. & Halås, C.T. (eds.): Innføring i Praktisk Kunnskap. Anerkjennende, kritisk og konstruktiv praksisforskning. Oslo: Universitetsforlaget.  

McGuirk, J. 2017. Experience and the story. I: Catrine Thorbjørnsen Halås, Ingjerd Gåre Kymre and Kari Steinsvik: Humanistiske forskningstilnærminger til profesjonspraksis.  

McGuirk, J. og Jan Selmer Methi. (2014); Praktisk kunnskap som profesjonsforskning: antologi over yrkeserfaringen som utgangspunkt for forståelse av kunnskapsutvikling i praksis. Fagbokforlaget.  

McGuirk, J. 2016. Phenomenological considerations of habit: Reason, knowing and self-presence in habitual action. Phenomenology and Mind, (6), 112–121. https://doi.org/10.13128/Phe_Mi-19556 

McGuirk, J. 2021. Embedded rationality and the contextualization of critical thinking. Journal of Philosophy of Education, (55), 606-20. https://doi.org/10.1111/1467-9752.12563 

McGuirk, J. 2023. Paying attention alone and together: The role of attention in the formation and cultivation of habits. Knowing our ways about in the world: Philosophical perspectives on Practical knowledge, eds. B. Molander, M. Solli, & T. Netland. Oslo. Scandinavian University Press.https://www.idunn.no/doi/10.18261/9788215069135-23-06  

McGuirk, J. 2023. On the role of the ‘Call’ in professional work and practical knowledge. Exploring Practical Knowledge, eds. K. Fuglseth, C. Cederberg & E. van der Zande. Leiden. Brill 

McGuirk, J. 2022.Perspectives on democracy, citizenship, and value education in the Norwegian school. Education in Europe: Contemporary approaches across the continent. New York. Routledge. 

The guest of this episode is Cheryl Hunt, Honorary Senior Research Fellow at the University of Exeter/UK, Director and Trustee of the International Network for the Study of Spirituality (INSS) and the founding editor of the Journal for the Study of Spirituality. Cheryl gives an in-depth account of Reflective Practice and how it developed historically in professional practices. Furthermore, she elaborates the relationship between Reflective Practice, spirituality and meaning-making. Finally, she explicates how spirituality can be studied and researched. 

00:01:17 – On Reflective Practice and its history 

00:14:29 – On the role of the question “Who am I?” in Reflective Practice 

00:17:55 – What does it mean to act authentically in professional practices? 

00:20:03 – On the relation between authenticity and spirituality 

00:23:14 – Is there a relation between spirituality and meaning-making?  

00:26:26 – What is the role of spirituality in professional practices? 

00:28:19 – Is there a lack of spirituality in today’s world? 

00:31:26 – Is Reflective Practice an approach to promote responsibility in professional practices 

00:34:33 – How can spirituality be researched and studied? 

00:36:10 – How to facilitate spirituality in terms of a reflective practice

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.

1. Cheryl Hunt suggests that there is a difference between having twenty years of experience and having one year of experience repeated twenty times. When you reflect on your own professional practice, what experiences have genuinely changed the way you think, act, or relate to others? What helped transform those experiences into learning rather than mere repetition? 
2. Drawing on Parker Palmer, Hunt asks not only what we do and how we do it, but also who is the self that acts, teaches, leads, or serves? When you reflect on your work, what aspects of yourself seem most alive, meaningful, and authentic—and how might paying closer attention to them influence the way you respond to the people and situations you encounter?

Literature: 

- Hunt, C. (2024): Discovering Spirituality through Critical Reflection and Autoethnography. In: Flanagan, B. & Clough, K. (eds.): The Routledge Handbook of Research Methods in Spirituality and Contemplative Studies. London & New York, NY: Routledge.  

- Hunt, C. (2023): ‘Doing’ reflective practice and understanding spirituality as a way of being: Implications for professional and transformative practice, Journal for the Study of Spirituality, DOI: 10.1080/20440243.2023.2249823  

- Hunt, C. (2021). Critical Reflection, Spirituality and Professional Practice 1st ed. 2021. Palgrave MacMillian  

Hunt, C. (2016)  ‘Why me? Reflections on using the self in and as research’ In J. McNiff (ed) Values and Virtues in Higher Education Research: Critical issues. (Abingdon: Routledge) pp.48-63 

Hunt, C. (2016)  'Spiritual creatures? Exploring a possible interface between reflective practice and spirituality'. In Fook, J., Collington, V., Ross, F., Ruch, G. and West, L. (eds) Researching Critical Reflection: Multidisciplinary perspectives. (London: Routledge). pp.34-47 

Hunt, C. (2010): A step too far? From a professional reflective practice to spirituality. In: Bradbury, H., Frost, N., Kilminster, S. & Zukas, M. (eds.): Beyond reflective practice. New approaches to professional lifelong learning. London & New York: Routledge.   

Hunt, C. (2009)  ‘Wyrdknowledge: towards an understanding of spirituality through reflective practice and mythopoesis’. In P.Willis, T.Leonard, A.Morrison and S.Hodge (eds), Spiritualty, Mythopoesis and Learning (Queensland: Post Pressed). pp.130-146. 

Hunt, C. (2006)  Travels with a turtle: metaphors and the making of a professional identity. Reflective Practice 7(3), 315-332. 

In this episode we welcome Finn Thorbjørn Hansen, professor in applied philosophy at Aalborg University. Finn published extensively on the phenomenology of wonder and assumes it a key-dimension in higher education, professional studies and existential pedagogy in general. By means of the question “What would happen if we in the curriculum of higher education took seriously that we should learn our students ‘to stand in the open’, that is, really acknowledge that the future is unknown?” he delves into the concept of philosophical literacy and presents a wonder-based research approach that is strongly in line with the phenomenological-hermeneutical tradition as well as current eco-phenomenological thinking. Finally, he outlines how he conducts such wonder-based research in the form of his Wonder-Labs. 

00:00:48 – What is applied philosophy? 

00:02:08 – What is existential pedagogy? 

00:09:18 – The philosophical life as an ideal of Bildung and learning to stand in the open 

00:12:33 – Wonder in higher education and learning to deal with the unknown  

00:17:10 – What is wonder-based research? 

00:26:44 – What is philosophical literacy? 

00:29:36 – The existential, the spiritual and the apophatic  

00:32:43 – What is a Wonder-Lab? 

00:37:38 – A summarizing view of Finn’s academic work and research 

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.

1. Finn Thorbjørn Hansen suggests that many of the most important questions in life cannot be solved through knowledge, control, or quick answers, but require us to "stand in the open" and remain receptive to what emerges. Think of a challenge or question that currently matters to you. What might change if, instead of trying to solve it immediately, you gave yourself permission to dwell with it in a spirit of wonder and not-knowing? 
2. Hansen argues that wonder is closely connected to our capacity to listen, to be responsive, and ultimately to act with practical wisdom. Reflect on an experience that moved, surprised, or touched you. What might this experience be calling you to care for, commit to, or take responsibility for in your professional or personal life?

Literature: 

• Hansen, F. T. (2024): The sense of wonder as a necessary “Philosophical Literacy” in healthcare. In: Ensted, D. & Dellenborg, L. (eds.): Culture, Spirituality and Religious Literacy in Healthcare, p. 217-231. Nordic Perspectives. London & New York, NY: Routledge.  
• Hansen, F.T. (2024). Wonder and Philosophy as Grounding Sources in Health Humanities. In: Crawford, P., Kadetz, P. (eds) Palgrave Encyclopedia of the Health Humanities, p. 1-15. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-26825-1_221-2   
• Hansen, F. T.; Botnen Eide, S. & Leget C. (eds.) (2023): Wonder, Silence, and Human Flourishing. Towards a Rehumanization of Health, Education and Welfare. London: Lexington.  
• Hansen, F.T. (2022). What would an Apophatic Action Research look like? International Journal of Action Research, Eikeland (ed.), special issue on «Conceptualizing AR». Vol. 18, Issue 2/2022, pp: 100–115. 
• Thorsted, A.C. & Hansen, F.T. & (2022). At tænke med hjertet: En grundbog i eksistentiel praksisfænomenologi. [To Think With the Heart: Basic Reflections on Existential Praxis Phenomenology]. Aarhus: Klim. 
• Hansen, F.T. (2022). At skrive sig ud mod det gådefulde via undringens fire verdenshjørner. In: Herholdt-Lomholdt, S. (red.), Fenomenologi. å leve,samtale og skrive ut mot det gåtefulle i tilværelsen, s. 47-87Bergen: Fagbokforlaget. 
• Hansen, F.T. & Jørgensen, L.B. (2021). Wonder-inspired Leadership: Or how to cultivate ethical and phenomenon-led health care. Nursing Ethics: Vol. 28, No. 6 (September): 951-966.https://doi-org.zorac.aub.aau.dk/10.1177/0969733021990791  
• Hansen, F. T. (2019): Learning to Innovate in Higher Education Through Deep Wonder. In: Philosophy and Theory in Higher Education. Vol. 1, 3. pp. 51 - 74 
• Hansen, F. T. (2017): Sokratisk og fenomenologisk orientert aktionsforskning. In: Allrø, H. & Hansen, F. T. (eds.): Dialogisk aktionsforskning i et praksisnært perspektiv. Aalborg: Aalborg Universitetsforlag.  
• Hansen, F.T. (2016). At undre sig ved livets afslutning: Om brug af filosofiske samtaler i palliativt arbejde [To Wonder at the End of Life: On the use of philosophical conversations in palliative care]. Copenhagen.: Akademisk forlag. Scientific monography. 
• Hansen, F.T. & Dinkins, C. S. (2016). Socratic Wonder as a Way to Aletheia in Qualitative Research and Action Research. In: HASER. Revista Internacional de Filosofía Aplicada, Nr. 7: 51-88. 
• Hansen, F.T. (2015). The Call and Practice of Wonder: How to Evoke a Socratic Community of Wonder in Professional Settings, s. 217-244. In: Noah Weiss, M. (ed.), Socratic Handbook:Dialogue Methods for Philosophical Practice. Wien: LIT Verlag 
• Hansen, F. T. (2010): The Phenomenology of Wonder in Higher Education. In: Brinkmann, M. (ed.): Erziehung. Phänomenologische Perspektiven, p. 161-178. Würzburg: Königshausen & Neumann.   
• Hansen, F. T. (2007 [1st edition: 2002]): Det filosofiske liv. Et dannelsesideal for eksistenspædagogikken [The Philosophical Life: A Bildung Ideal for Existential Pedagogy] Copenhagen: Hans Reitzels Forlag.  

In this episode, prof. Catrine Torbjørnsen Halås, former head of the Center for Practical Knowledge at Nord University, reflects on the relevance of practice research for professional studies like teacher education, social work or nursing. By means of personal experiences, she gives an elaborated account of what practical knowledge is and outlines different methodological approaches, how to develop that kind of knowledge. Last but not least, she explains why it is legitimate to use one’s own practice experience as starting point when conducting practice research.
 
00:00:44 – Catrine's “personal journey” towards research on practical knowledge
00:02:20 – What is practice research?
00:04:09 – About research on practice, with practice or in practice?
00:05:59 - Differences between humanistic and social science research approaches in professional studies
00:08:39 – What is practical knowledge?
00:13:48 – Your own experience as valuable starting point for practice research
00:16:52 – What kind of methodologies can be used in order to develop practical knowledge?
00:21:03 – The role of unease in practice research
00:26:49 – To what extent is good practice, and with that practical knowledge, a question of the practitioner’s responsibility?
00:30:08 - How should we educate practitioners that are able to take responsibility?
 

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.

1. Catrine Thorbjørnsen Halås suggests that meaningful inquiry often begins with an experience of unrest, unease, or discrepancy—when something does not sit right, does not work as expected, or raises an ethical concern. Reflect on a situation in your own professional practice that continues to trouble, puzzle, or challenge you. What might this experience be inviting you to see, understand, or question more deeply? 
2. Throughout the conversation, Halås emphasizes that professional responsibility begins with the capacity to truly see the other person and to respond to the uniqueness of the situation rather than merely following routines or systems. Think of someone you currently work with, teach, support, or care for. What might become possible if you paused to ask not only “What should I do?” but also “What is this person and this situation asking of me?”

Literature:

-              Halås, C.T. & Fuglseth, K.S. (2021): Fagområdet praktisk kunnskap. In: Fuglseth, K.S. & Halås, C.T. (eds.): Innføring i Praktisk Kunnskap. Anerkjennende, kritisk og konstruktiv praksisforskning. Oslo: Universitetsforlaget.  

-              Halås C.T, Kymre, I.G and Steinsvik, K. (eds) (2017): Humanistiske forskningstilnærminger til profesjonspraksis. Gyldendal Akademisk.  

-              Halås, C.T (2023) Jakob Meløe’s Praxeology – an ethnographic approach to research in practical knowledge . Antologikapittel i C. Cederberg, K. Fuglseth &  E.vd Zande (eds) "Exploring practical knowledge. Life-World Studies of Professionals in Education and Research. Brill.

-              Halås, C.T (2022) Kunnskapsreflektert praxis som tilnærming til å skape sammenheng mellom praktisk og teoretisk virksomhet i sosialt arbeid . i Ø. Henriksen, A. Solstad & G.W. Øydgaard. Sammenhenger i sosialt arbeid. Universitetsforlaget.

-              Halås, C.T & McGuirk, J (2021) Det vitenskapelige essayet i profesjonsforskning: en kritisk utprøvende metode.  Tidsskrift for psykisk helsearbeid: Volum 18, s. 5-14. https://doi.org/10.18261/issn.1504-3010-2021-01-02

-              Halås, C.T & Lombholdt Herholdt, S.M Podcast about writing essays: https://nord.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=5dd3a0f6-39ef-4853-a8c2-b1370076f1d5 

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 

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.

1.  Monika Ardelt suggests that wisdom grows when we reflect on our experiences, especially the difficult ones, rather than simply moving past them. Think of a recent challenge, setback, or conflict in your professional life. What might this experience be inviting you to learn, understand, or see differently? 
2.  Ardelt’s model of wisdom integrates understanding, self-reflection, and compassion. When facing a complex situation in your work, which of these dimensions do you tend to rely on most naturally, and which might need more conscious cultivation in order to respond more wisely and responsibly?

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   

Our guest in this episode is Bernadette Flanagan, an internationally recognized researcher in the fields of spirituality, contemplative studies, and professional education. Bernadette was Director of Research at All Hallows College, Dublin City University, and is now Director of the Spirituality in Society and the Professions research group at South-East Technological University in Ireland. She is the co-editor of the Routledge International Handbook of Spirituality in Society and the Professions as well as the Routledge Handbook of Research Methods in Spirituality and Contemplative Studies. In this episode, Bernadette shares insights into how spirituality and contemplative practices can foster reflection, resilience, and ethical responsibility among professionals working in fields like education, healthcare, and social care. She explains how contemplative and cooperative inquiry methods open new ways of doing research that connect personal development, professional practice, and social transformation. We also discuss how first-, second-, and third-person research approaches can deepen academic work in spirituality, and how spiritual and contemplative practices can serve as crucial resources for navigating today's global "polycrisis". Finally, Bernadette reflects on how her long career of supervising spirituality research has shaped her own understanding of life, learning, and responsibility. 

00:00:59 – What is spirituality? 

00:03:02 – What is the role of spirituality in professions and professional studies? 

00:05:40 – Why do we need spirituality? 

00:07:00 - What is the relationship between spirituality and contemplation? 

00:08:17 – What can spirituality and contemplation add to more mainstream, competence-oriented approaches in professional studies? 

00:09:46 – Do cooperative inquiry, contemplative inquiry and action research, do they share a common methodological orientation? 

00:12:33 – On first-person, second-person and third-person research 

00:15:35 - Lies the true potential of spiritual and contemplative practices in second-person research and not in third-person research? 

00:18:34 – Was there a personal transformation due to all that research work in the field or spirituality and contemplative studies? 

00:22:57 – What brought Bernadette into this field? 

00:29:15 – How can spirituality and contemplation foster the responsibility of students of professional studies?

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.

1. Bernadette Flanagan suggests that responsible action in a complex world requires not only outer expertise but also inner development. What practices, habits, or spaces for reflection help you cultivate the awareness, resilience, and attentiveness needed to respond wisely to the challenges you encounter in your professional life? 
2. Throughout the conversation, Flanagan highlights the importance of remaining open to the unknown and learning from perspectives beyond our own. When was the last time a dialogue, encounter, or experience changed the way you see your work or the world? How might you create more opportunities for this kind of transformative learning in your professional practice?

Literature: 

• Flanagan, B. & Clough, K. (eds.) (2025): The Routledge Handbook of Research Methods for Spirituality and Contemplative Studies. Abingdon on Thames: Routledge.  
• Laszlo, Z. & Flanagan, B. (eds.) (2019): Routledge International Handbook of Spirituality in Society and the Professions. Abingdon on Thames: Routledge. 

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

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.

1. Ambrogio Bongiovanni suggests that dialogue is not merely a communication tool but a way of being in relation to others. In your own professional and personal life, how do you respond to difference, and what might it mean to become more genuinely dialogical in your encounters with people whose beliefs, values, or experiences differ from your own?
2. If education is not primarily about producing outcomes but about fostering human growth, peace, and mutual understanding, how might you contribute—within your own sphere of influence—to creating spaces where people can engage differences constructively and learn to live together responsibly?

Literature: 

• Bongiovanni, A. & Edwin, V. (Eds.) (2021): A Call to Dialogue. Christians in Dialogue with Muslims. Rome: Aracne. 

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?

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.

1.  Choose a particular situation from your professional life that currently challenges, concerns, or engages you. Rather than asking what you expect from the situation—or from the people involved—ask yourself: What is this situation asking of me? What kind of response might it call forth from you? 
2.  Längle and Waibel emphasize the importance of meaning as a foundation for both personal growth and professional practice. When you reflect on your own work, what do you experience as genuinely meaningful, and how might paying greater attention to these sources of meaning influence the way you live and work?

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 

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? 

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.

1.  Gilligan suggests that responsibility begins with paying attention—to ourselves, to others, and to the relationships we are part of. In your professional practice, where might you need to listen more carefully to a voice, concern, or perspective that is often overlooked, dismissed, or silenced? What might become possible if that voice were genuinely heard? 
2.  Throughout the conversation, Gilligan challenges the tendency to separate thinking from feeling and encourages us to trust forms of embodied and relational knowing. How do you recognize when something matters deeply to you in your work, and how might this awareness guide your decisions and actions more consciously?

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. 

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?

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.

1. Arendt argues that we are responsible not only for ourselves, but also for the world we share with others and pass on to future generations. When you consider your own professional practice, what aspects of this shared world do you feel particularly responsible for preserving, renewing, or transforming? 
2. Helgard Mahrdt highlights Arendt’s view that responsible action depends on our capacity to think, remember, and judge. Think of a current challenge or controversy in your professional context. How might taking time to reflect more carefully—rather than reacting immediately—help you arrive at a more thoughtful and responsible response?

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). 

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 challenges

00:15:52 - 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

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.

1. Lou Marinoff suggests that philosophy can help us move beyond immediate emotional reactions and examine our challenges through reflection, dialogue, and wisdom traditions. Think of a professional or personal dilemma you are currently facing: What philosophical assumptions, values, or beliefs might be shaping your response, and how could examining them more consciously open up new possibilities for action?
2. Throughout the conversation, Marinoff argues that lasting peace—whether within ourselves, in our workplaces, or in society—requires not only solving problems but also transforming consciousness. In your own sphere of influence, what practices, conversations, or ways of being might help cultivate greater understanding, meaning, and responsibility in your relationships with others?

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.  

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?

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.

1. Nicola Ulibarri suggests that creativity begins with paying attention to our own thoughts, emotions, energy, and assumptions. What signals from your own experience might you be overlooking in your professional or research practice, and how could becoming more attentive to them open up new possibilities for action and insight?
2. The episode highlights the importance of collaboration, feedback, and psychological safety in fostering creativity. How might you contribute to creating environments—in your workplace, research group, classroom, or community—where others feel able to share unfinished ideas, take intellectual risks, and learn together?

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. 

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

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.

1. Lars Løvlie highlights play as a fundamental dimension of human learning, imagination, and Bildung. To what extent does your own educational or professional practice create space for play—not merely as entertainment or a method, but as a way of exploring possibilities, making meaning, and engaging with the world? What might become possible if play were taken more seriously?
2. If responsibility can be understood as the ability to respond thoughtfully to the uniqueness of each situation, rather than merely following predefined methods or goals, how might this understanding challenge or enrich the way you make decisions, relate to others, and navigate the tensions between institutional demands and human needs in your daily work?

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. 

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.

1. 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?
2. 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. 

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.

1. 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?
2. 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. 

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

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.

1. Rupert Sheldrake invites us to question assumptions that are often taken for granted in science and everyday life. Which assumptions about knowledge, evidence, or reality shape your own professional practice, and how might your work change if you approached them more as open questions than as settled facts?
2. The episode highlights practices such as meditation, gratitude, connection with nature, ritual, and pilgrimage as ways of cultivating a deeper relationship with the world. Which practice could you intentionally integrate into your daily or professional life, and what might you learn by observing how it influences your attention, creativity, relationships, or decision-making over time?

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. 

Our guest in this episode is Nancy Sherman, Distinguished Professor of Philosophy at Georgetown University and a leading expert on ancient ethics and modern moral psychology. Drawing on Aristotle and the Stoics, Nancy explores what it means to live well, to cultivate resilience without emotional suppression, and to nurture our capacity for connection in a fragmented world. She discusses how Stoic ideas have been both misunderstood and rediscovered—from Silicon Valley’s self-help culture to the search for calm and meaning among younger generations. Through themes of responsiveness, character formation, and moral self-knowledge, the conversation bridges ancient wisdom and contemporary challenges in education, leadership, and mental health.

00:01:02 – Motivation and Driving Force

00:04:37 – Aristotle and the Soul

00:09:03 – Stoicism and Aristotle

00:11:46 – Stoicism and the Self-Help Industry

00:14:23 – Stoicism and Spiritual Practice

00:18:50 – Stoicism and Bildung

00:24:47 – ResponsAbility and Wise Response

00:28:24 – Responsiveness in Education and Professional Life

00:33:47 – Stoicism, Resilience, and Mental Health

00:37:06 – Stoic Exercises in Higher Education?

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.

1. Nancy Sherman emphasizes that resilience is not simply a matter of self-control, but is deeply connected to our relationships, emotions, and social context. In your own professional life, how do you balance the desire to remain composed and effective with the willingness to acknowledge vulnerability, dependence, or loss? What might change if resilience were understood less as self-sufficiency and more as a relational capacity?
2. The Stoics encourage us to focus on what is within our control, while Aristotle reminds us that human life is shaped by circumstances beyond our choosing. When facing a difficult situation in your work, how do you discern what genuinely calls for your response and what must be accepted as beyond your control? How might this distinction help you act more wisely and responsibly in practice?

Literature:

• Sherman, N. (forthcoming): How to Have a Soul: What Aristotle Teaches Us about Lasting Happiness. Yale University Press. 
• Sherman, N. (2021): Stoic Wisdom – Ancient Lessons for Modern Resilience. Oxford University Press. 
• Sherman, N. (2015): Afterwar: Healing the Moral Wounds of Our Soldiers. Oxford University Press. 
• Sherman, N. (2007) Stoic Warriors - The Ancient Philosophy behind the Military Mind. Oxford University Press. 
• Sherman, N, (1991): The Fabric of Character: Aristotle's Theory of Virtue. Clarendon Press. 

Our guest in this episode is Peter Singer, one of the most influential moral philosophers of our time. Known for works like Animal Liberation, Practical Ethics, and The Life You Can Save, Singer has spent his career challenging us to rethink how we live and how we can reduce suffering for humans and animals alike. In his recent book The Buddhist and the Ethicist, co-authored with Venerable Shih Chao-Hwei, he explores what happens when Western utilitarian ethics meets the compassion and mindfulness of engaged Buddhism. In this conversation, we talk about living one’s philosophy, the role of compassion in ethical life, and what Buddhist thought can teach us about the ability to respond wisely to the challenges of our time.

00:00:53 – Living One’s Philosophy

00:02:52 – The Life You Can Save

00:06:40 – What’s Good About Utilitarianism?

00:09:14 – Ethics and Animal Welfare

00:12:58 – The Buddhist and the Ethicist: A Cross-Cultural Dialogue

00:17:00 – Why Dialogue?

00:18:32 – Insights from the Dialogue

00:21:30 – Spirituality Without Belief

00:25:29 – The Meeting of Compassion and Reason

00:25:32 – What Can Western Philosophy Learn from Buddhism?

00:27:40 – ResponsAbility and Ethical Dialogue

00:29:12 – The Responsibility of Philosophers Today

00:32:22 – Future Dialogues Between Philosophy and Contemplative Traditions

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.

1. Peter Singer argues that ethical reflection should influence how we live, not remain an abstract intellectual exercise. Looking at your own professional and personal life, where do you notice a gap between what you believe is important and how you actually act? What small but meaningful step could you take to bring your actions more closely into alignment with your values?
2. Throughout the conversation, Singer highlights the importance of extending our moral concern beyond what is immediate, familiar, or personally beneficial. Which forms of suffering or injustice—whether in your local context or globally—tend to remain outside your field of attention? How might you cultivate the awareness, knowledge, and practical responsiveness needed to engage more thoughtfully and effectively with them?

Literature:  

• Singer, P. & Chao-Hwei, S. (2023): The Buddhist and the Ethicist: Conversations on Effective Altruism, Engaged Buddhism, and How to Build a Better World. Boulder, CO: Shambala. 
• Singer, P. (2024): Animal liberation now. Vintage Publishing 
• Singer, P. (2020): Why Vegan. So the only question is: Do any other animal other than man suffer? Penguin Classics.
• Singer, P. (2016): One World Now: The Ethics of Globalization. Yale University Press.
• Singer, P. (2015): The Most Good You Can Do: How Effective Altruism Is Changing Ideas About Living Ethically. Yale University Press. de
• Lazari-Radek, K. & Singer, P. (2014): The Point of View of the Universe: Sidgwick and Contemporary Ethics. Oxford University Press.
• Singer, P. (1981, 2nd edition 2011): The Expanding Circle: Ethics, Evolution, and Moral Progress. Princeton University Press. 
• Singer, P. (2009): The Life You Can Save: How to Do Your Part to End World Poverty. Random House.
• Singer, P. & Mason, J. (2007): The Ethics of What We Eat: Why Our Food Choices Matter. Harmony/Rodale/Convergent.

In this episode, we talk with Tone Kvernbekk, Professor of Education at the University of Oslo, about how teachers think, reason, and act wisely in complex educational contexts. Drawing on her work on the nature of evidence, theory, and practical judgment, she discusses why educational practice cannot simply be based on evidence, but must be informed by it. We explore her reflections on causality, context, and the limits of instrumental thinking. Finally, Tone shares how pedagogical thought experiments can help cultivate the ability to respond thoughtfully and well to what each situation demands.

00:00:44 – Academic journey and philosophical beginnings

00:02:34 – Why theory and theory development matter in education

00:04:27 – “Nothing is as practical as a good theory”

00:06:00 – The meaning of “based” in evidence-based practice

00:08:02 – What counts as evidence?

00:11:58 – John Hattie and the limits of “what works best”

00:15:31 – Instrumentality and causality in education

00:20:02 – Four models for connecting research evidence and practice

00:22:35 – Grimen, phronesis, and Biesta – on wisdom, risk, and judgment

00:25:41 – Pedagogical thought experiments and the cultivation of ResponsAbility

00:30:06 – The responsibility of educational philosophers today

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.

1. Tone Kvernbekk argues that evidence should inform professional judgment rather than replace it. When making important decisions in your own practice, what kinds of evidence, experiences, values, and contextual knowledge do you draw upon, and how do you balance them in responding to the particular situation at hand?
2. Kvernbekk suggests that responsible practice involves thinking carefully through possible actions and their consequences before acting. How might the use of thought experiments—imagining different responses, outcomes, and unintended consequences—strengthen your ability to respond wisely and responsibly to the uncertainties and complexities you encounter in your work?

Literature: 

• Kvernbekk, T. (2005). Pedaogisk teoridannelse. Insidere, teoriformer og praksis. Fagbokforlaget 
• Kvernbekk, T. (2011): The Concept of Evidence in Evidence-based Practice. In: Educational Theory, Vol. 61, No. 5. University of Illinois. 
• Kvernbekk, T. (2018) «Evidensbasert Pedagogisk Praksis: Utvalgte Kontroverser.» Nordisk tidsskrift for pedagogikk og kritikk,Vol. 4, 2018, pp. 136–153. http://dx.doi.org/10.23865/ntpk.v4.1153 
• Kvernbekk, T. (2019) Practitioner tales: possible roles for research evidence in practice, Educational Research and Evaluation, 25:1-2, 25-42, DOI: 10.1080/13803611.2019.1617988 

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.

1. 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?
2. 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. 

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.

1. 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?
2. 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). 

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.

1. 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?
2. 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. 

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.

1. 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?
2. 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. 

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.

1. 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?
2. 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. 

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.

1. 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? 
2. 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  

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.

1. 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?
2. 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.