ResponsAbility - Dialogues on Practical Knowledge and Bildung in Professional Studies

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.)

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

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

In this episode of the ResponsAbility Podcast, we welcome Ken Wilber, one of the most influential contemporary thinkers on consciousness, spirituality, and human development. The conversation explores the origins of Ken's integral approach, beginning with his early fascination with developmental psychology and his profound experiences of what he describes as “unity consciousness.” Ken reflects on the distinction between “growing up” stages of psychological development and “waking up” stages of spiritual realization, while also discussing concepts central to his work such as the four quadrants, multiple intelligences, and what he means by “opening up,” “cleaning up,” and “showing up.” Along the way, the dialogue touches on mysticism, Freud and Jung, integral spirituality, and the question of wholeness in human life. Ultimately, the episode becomes an inquiry into how human beings might cultivate a more integral and radically whole way of being in the world. 00:01:05 — Origins of the integral approach 00:11:45 — Mystical experience and unity consciousness 00:17:52 — Integral spirituality 00:41:04 — Spirituality and contemporary society 00:43:28 — Wholeness and human development Between Theory and Practice - Questions for Reflection: How might the insights from this dialogue inspire your own practice? The following questions are intended to inspire further inquiry, whether explored individually or in conversation with colleagues, students, or peers. Ken Wilber argues that psychological growth and spiritual awakening are distinct processes, and that one does not automatically lead to the other. Looking at your own professional and personal life, which aspects of your development have received the most attention—and which dimensions might be calling for greater cultivation? If ResponsAbility is understood as the capacity to respond wisely and appropriately to what a situation calls for, what practices help you become more whole, present, and attentive in your everyday work? Which of Ken Wilber’s dimensions of wholeness—growing up, waking up, opening up, cleaning up, or showing up—might offer a fruitful direction for further inquiry and action? Literature : Wilber, K. (2024): Finding Radical Wholeness: The Integral Path to Unity, Growth, and Delight, Shambhala. ISBN 978-1645471851 Wilber, K. (2024): A Post-Truth World: Politics, Polarization, and a Vision for Transcending the Chaos, Shambhala. ISBN 9781645473558 Wilber, K. (2013): The Integral Approach: A Short Introduction by Ken Wilber. ISBN 9780834829060 Wilber, K. (2008): Integral Life Practice: A 21st-Century Blueprint for Physical Health, Emotional Balance, Mental Clarity, and Spiritual Awakening. ISBN 1-59030-467-5 Wilber, K. (2008): The Pocket Ken Wilber. ISBN 1-59030-637-6 Wilber, K. (2007): The Integral Vision: A Very Short Introduction to the Revolutionary Integral Approach to Life, God, the Universe, and Everything. ISBN 1-59030-475-6 Wilber, K. (2007): The Integral Vision: A Very Short Introduction. ISBN 9781611806427 Wilber, K. (2006): Integral Spirituality: A Startling New Role for Religion in the Modern and Postmodern World. ISBN 1-59030-346-6 Wilber, K. (2006): Integral Life Practice Starter Kit. ISBN 0-9772275-0-2 Wilber, K. (2000): Integral Psychology: Consciousness, Spirit, Psychology, Therapy. ISBN 1-57062-554-9 Wilber, K. (1980): T he 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. The guests suggest that Bildung involves learning to “stand in the open” — remaining receptive to uncertainty, difference, and transformation. In your own professional practice, where might you be tempted to seek quick answers or certainty, and how could creating more space for exploratory dialogue lead to deeper understanding or more responsible action? Throughout the dialogue, Bildung is presented as a response to fragmentation, polarization, and the accelerating pace of contemporary life. What concrete practices could you cultivate in your workplace, classroom, or community to strengthen reflective dialogue, critical thinking, and meaningful human connection in the face of these challenges? Literature : Hattie, J. & Larsen, S. N. (2020): The Purposes of Education: A Conversation between John Hattie and Steen Nepper Larsen. New York, NY: Routledge. Larsen, S. N. (2026). Tankekraft: Om væren, tænkning, dannelse – og den uhyre anstrengelse det er at blive gjort dum. Samfundslitteratur. Larsen, S. N. (2022): Evalueringsfeber og evidensjagt. Copenhagen: Samfundslitteratur Larsen, S. N. (2019): Blindness in Seeing: A Philosophical Critique of the Visible Learning Paradigm in Education. Educational Science 9(1) 47. DOI: https://doi.org/10.3390/educsci9010047 Larsen, S.N (2016). At ville noget med nogen – filosofiske og samtidskritiske fragmenter om dannelse og pædagogik. Turbine akademisk. Løvlie, L. (2022) Hvis teknokratene ikke fantes. I: Schaanning, E., & Aagre, W. (2022). Skolens mening : femti år etter Nils Christies Hvis skolen ikke fantes. Universitetsforlaget. Løvlie, L. (2022). Akademisk dygd og politikkens fravær. Nordisk tidsskrift for pedagogikk og kritikk, 8. https://doi.org/10.23865/ntpk.v8.3755 Løvlie, L., & Løvlie, L. (2021). Politisering og pedagogisk motstand : veien til en barneorientert praksis (1. utgave.). Fagbokforlaget. Løvlie, L. (2017). The Test of Practice–An Essay. Education Sciences, 7(1), 31. https://doi.org/10.3390/educsci7010031 Løvlie, L. (2015). John Dewey, phenomenology, and the reconstruction of democracy. Nordisk tidsskrift for pedagogikk og kritikk, 1. https://doi.org/10.17585/ntpk.v1.104 Østerud, S. (2013): 22. Juli. Forstå - forklare - forebygge. Abstrakt. Østerud, S. (2008): Å være på nett: kommunikasjon, identitets- og kompetanseutvikling med digitale medier. Cappelen akademisk.

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

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

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

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

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

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

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. 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? 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. 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? 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. 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? 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. 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? 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 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. 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? 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. 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? 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. 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? 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 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. 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? 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. 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? 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