ResponsAbility - Dialogues on Practical Knowledge and Bildung in Professional Studies – Details, episodes & analysis

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ResponsAbility - Dialogues on Practical Knowledge and Bildung in Professional Studies

Michael Noah Weiss & Guro Hansen Helskog

Education

Frequency: 1 episode/22d. Total Eps: 35

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

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https://doi.org/10.17585/ntpk.v1.104
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https://doi.org/10.3390/educsci7010031
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https://doi.org/10.3390/educsci9010047
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#35 Megan Laverty | Philosophy of Education and Human Formation

Episode 35

Tuesday, September 1, 2026 • Duration 37:50

Our guest in this episode is Megan Laverty, Professor of Philosophy and Education at Teachers College, Columbia University, and a leading voice in contemporary philosophy of education. Drawing on the work of Gareth Matthews, Iris Murdoch, and the Philosophy for Children movement, Megan explores education as a deeply ethical and dialogical practice that shapes not only what we know, but who we become.

Together, we discuss philosophy with children, the role of the humanities in democratic societies, and why professional education requires more than technical competence—it also calls for reflection, practical wisdom, and genuine dialogue. This conversation is an invitation to rediscover education as a process of human formation.

00:01:07 Philosophy for Children, Matthew Lipman & Gareth Matthews

00:05:46 Gareth Matthews' approach to philosophical dialogue with children

00:10:35 Learning concepts and becoming a better human being

00:14:38 Philosophical dialogue and the deepening of concepts

00:18:05 Why the humanities matter

00:24:25 Philosophy in times of war, crisis, and uncertainty

00:29:20 Professional education, reflection, and practical wisdom

00:35:19 Final reflections

Between Theory and Practice – Questions for Reflection

How might the insights from this dialogue inspire your own practice? The following questions are intended to inspire further inquiry, whether explored individually or in conversation with colleagues, students, or peers.

Megan Laverty describes philosophical inquiry as beginning with people's own experiences and questions rather than predetermined answers. How might you create more opportunities in your own teaching, leadership, or professional practice for others to bring their genuine questions into dialogue?
Throughout the conversation, Megan suggests that concepts such as friendship, courage, justice, or responsibility are not fixed definitions to be learned once and for all, but ideas that deepen through reflection and dialogue. Which concept is currently evolving in your own life or professional practice?

Literature:

Laverty, M. J. (2025). The wartime quartet—Three years on. Philosophical Investigations, 48(4), 459–475.
Mylonaki, E., & Laverty, M. J. (2025). A resolute reading of Metaphysics as a Guide to Morals. British Journal for the History of Philosophy, 33(3), 658–682.
Haroutunian-Gordon, S., & Laverty, M. J. (2024). Introduction to Jean-Luc Nancy. Educational Theory, 74(6), 840–848.
Gregory, M. R., & Laverty, M. J. (Eds.). (2022). Gareth B. Matthews: The child’s philosopher. Routledge.
Hansen, D. T., & Laverty, M. J. (Eds.). (2021). A history of Western philosophy of education. Bloomsbury.
Frank, J., & Laverty, M. J. (2021). Introduction: Considering Cora Diamond’s significance for philosophers of education. Ethics and Education, 16(1), 1–19.
Laverty, M. J. (2019). Murdoch as educator. In N. Hämäläinen & G. Dooley (Eds.), Reading Iris Murdoch’s Metaphysics as a Guide to Morals (pp. 125–144). Palgrave Macmillan.
Laverty, M. J. (2015). “There is no substitute for a sense of reality”: Humanizing the humanities. Educational Theory, 65(6), 635–654.
Laverty, M. J. (2009). Learning our concepts. Journal of Philosophy of Education, 43(1), 27–40.
Laverty, M. J. (2011). Learning our concepts. In S. E. Cuypers & C. Martin (Eds.), Reading R. S. Peters today: Analysis, ethics, and the aims of education (pp. 24–37). Wiley-Blackwell. (Reprinted from Journal of Philosophy of Education, 43(1), 27–40, 2009.)

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#34 Balaganapathi Devarakonda | Indian Philosophical Practice

Episode 34

Tuesday, August 4, 2026 • Duration 48:27

In this episode of the ResponsAbility Podcast, we welcome Professor Balaganapathi Devarakonda (Bala), Professor of Philosophy at the University of Delhi and one of the leading voices in contemporary philosophical practice. Drawing on Indian philosophy, philosophical counselling, and intercultural dialogue, Bala explores philosophy not merely as an academic discipline but as a way of life. The conversation ranges from classical Indian traditions and the dialogical wisdom of texts such as the Mahabharata to questions of education, professional practice, peace, spirituality, and AI. Bala argues that philosophy should help us cultivate self-knowledge, responsibility, inner peace, and reflective judgment in everyday life. He also shares his vision of philosophy as a public enterprise that reaches beyond universities and engages directly with society.

00:01:04 — Bala’s path into philosophy and philosophical counselling; philosophy as a living practice

00:05:25 — The common thread connecting Bala’s diverse work; the core of his research and writings

00:07:08 — Dialogue, debate, and the argumentative tradition in Indian philosophy

00:12:55 — Eastern wisdom traditions and their contribution to contemporary professional life

00:23:21 — Philosophical practice in education; humanizing teacher education and learning

00:29:39 — Relearning peace; inner peace versus externally imposed peace

00:32:14 — Living philosophically, equanimity, and the relationship between philosophy and peace

00:37:47 — Spirituality, harmony, and the connection between self, society, and ultimate reality

00:40:19 — Philosophical practice, technology, AI, and maintaining humanity in digital times

00:44:46 — Closing reflection: topics not yet discussed and final thoughts

00:45:22 — Public philosophy and bringing philosophical practice beyond academia into society

#33 Otto Scharmer | Presencing

Episode 33

Friday, June 19, 2026 • Duration 53:36

In this episode of the ResponsAbility Podcast, we welcome Otto Scharmer, one of the leading voices in systems transformation, leadership, and social innovation. Drawing on his work with Theory U and the concept of “presencing,” Otto reflects on how individuals and institutions can learn not only from the past, but also from the emerging future. The dialogue explores themes such as generative listening, consciousness, wisdom and the future of higher education in the age of AI. Furthermore, Otto shares insights into the importance of attention, intention, and agency, and discusses how educators can cultivate spaces for transformative learning and generative listening that help students connect with their highest future potential. The conversation also touches on the Inner Development Goals, source intelligence, contemplative practices, and the role of spirituality in fostering human creativity and collective agency.

00:01:05 — Origins and meaning of Theory U; learning from the emerging future

00:10:46 — Attention, intention, and agency in the U-process

00:21:19 — The four levels of listening; generative listening and education

00:34:10 — How higher education can cultivate deep listening and transformative learning

00:40:42 — Wisdom, dialogue, and different forms of intelligence in the age of AI

00:46:49 — Inner Development Goals, spirituality, and source intelligence in education and social transformation

Between Theory and Practice - Questions for Reflection:
How might the insights from this dialogue inspire your own practice? The following questions are intended to inspire further inquiry, whether explored individually or in conversation with colleagues, students, or peers.

Otto Scharmer suggests that the future is not something that simply happens to us, but a possibility that “looks at us” and depends on our participation. What emerging possibility in your professional life is asking for your attention right now, and what concrete action could you take to begin responding to it?
If the quality of our actions depends on the quality of our attention and listening, how might you cultivate deeper forms of listening—towards yourself, your colleagues, students, clients, or community—and what difference might this make for the challenges you are currently facing together?

#32 Ken Wilber | An Integral Approach to Human Consciousness

Episode 32

Friday, June 5, 2026 • Duration 45:29

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

Ken Wilber argues that psychological growth and spiritual awakening are distinct processes, and that one does not automatically lead to the other. Looking at your own professional and personal life, which aspects of your development have received the most attention—and which dimensions might be calling for greater cultivation?
If ResponsAbility is understood as the capacity to respond wisely and appropriately to what a situation calls for, what practices help you become more whole, present, and attentive in your everyday work? Which of Ken Wilber’s dimensions of wholeness—growing up, waking up, opening up, cleaning up, or showing up—might offer a fruitful direction for further inquiry and action?

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

Episode 31

Thursday, May 21, 2026 • Duration 25:12

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

#30 Stephen Kemmis | Becoming Critical Practitioners

Episode 30

Thursday, May 7, 2026 • Duration 42:23

In this episode of the ResponsAbility Podcast, we welcome Stephen Kemmis, Professor Emeritus at Charles Sturt University and one of the most influential thinkers in action research and educational theory. Stephen reflects on the origins and enduring stakes of action research, emphasizing its emancipatory potential in times of increasing bureaucratization of education. The conversation explores the role of teachers as critical agents, the relevance of practical wisdom (phronesis) in professional practice, and the philosophical foundations of his theory of practice architectures. Together, we discuss how practices are shaped by cultural, material, and social conditions—and what it means to take responsibility in a world where no one fully controls the structures we inhabit. The episode offers a philosophical inquiry into practice, transformation, and the ethical challenges of acting in uncertain times.

00:00:55 – Motivation and entry into action research

00:04:24 – Teachers as researchers & the meaning of “critical” in Becoming Critical

00:12:53 – What is at stake in action research today & risk of losing its critical edge

00:18:24 – Practical wisdom (phronesis) and the role of knowledge in practice

00:25:04 – Ethics, moral judgement, and how to act rightly

00:27:46 – Theory of practice architectures: foundations and purpose

00:32:33 – How practitioners can identify and challenge practice architectures

00:35:08 – Responsibility under conditions of uncertainty and limited control

Between Theory and Practice – Questions for Reflection:
How might the insights from this dialogue inspire your own practice? The following questions are intended to inspire further inquiry, whether explored individually or in conversation with colleagues, students, or peers.

Stephen Kemmis suggests that practices are shaped not only by what we do, but also by the cultural, material, and social conditions in which we act. Looking at your own professional practice, which conditions seem to support the kind of work you value, and which conditions might be limiting it? What small steps could you take—alone or together with others—to begin transforming those conditions?

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

Episode 29

Tuesday, March 31, 2026 • Duration 35:21

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:

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?

#28 Bryan van Norden | Chinese Philosophy and Intercultural Dialogue

Episode 28

Thursday, March 26, 2026 • Duration 37:23

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:

#27 Peter Adamson | Intercultural History of Philosophy

Episode 27

Friday, March 20, 2026 • Duration 39:58

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

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

Episode 26

Friday, January 9, 2026 • Duration 43:05

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

ResponsAbility - Dialogues on Practical Knowledge and Bildung in Professional Studies – Details, episodes & analysis

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ResponsAbility - Dialogues on Practical Knowledge and Bildung in Professional Studies – Details, episodes & analysis

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