『ResponsAbility - Dialogues on Practical Knowledge and Bildung in Professional Studies』のカバーアート

ResponsAbility - Dialogues on Practical Knowledge and Bildung in Professional Studies

ResponsAbility - Dialogues on Practical Knowledge and Bildung in Professional Studies

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

    #19 Nicola Ulibarri | Creativity in Research
    2025/09/05

    In this episode of the ResponsAbility Podcast, we speak with Nicola Ulibarri, Associate Professor at UC Irvine and first author of Creativity in Research. Drawing on her experience at Stanford’s d.school, Nicola shares how creativity can be cultivated as a deliberate practice in academia through mindfulness, emotional intuition, structured exercises, and supportive collaboration. We explore themes from her book, including the thirty-day creativity program, storytelling, energy management, and psychological safety in teams — and reflect on how these themes can become sources of creativity and inspiration for the researcher.

    00:00:55 - Personal and professional background for writing Creativity in Research

    00:03:38 - Mindfulness as foundational for creativity in research

    00:05:06 - Emotional intuition as a guide in research decisions

    00:09:11 - How can the inclusion of mindfulness and emotional intuition in research processes be justified?

    00:12:38 - On the thirty-day-program

    00:15:02 - Transformations observed with researchers who did the thirty-day-program

    00:17:48 - On the importance of storytelling and language in shaping researchers’ identity

    00:19:19 - On the role of energy management in research processes

    00:24:09 - On the importance of collaboration and feedback in order for creativity to flourish in research

    00:28:13 - Surprises in the reception of the book

    00:31:10 - Is a researcher also a kind of artist?


    Literature:

    • Ulibarri N, Cravens AE, Svetina Nabergoj A, Kernbach S, Royalty A. (2019): Creativity in Research: Cultivate Clarity, Be Innovative, and Make Progress in Your Research Journey. Cambridge University Press.
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    33 分
  • #18 Lars Løvlie | Philosophy of Bildung and Pedagogy

    #18 Lars Løvlie | Philosophy of Bildung and Pedagogy
    2025/08/15
    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 tradition00:11:14 - On Hegel's concept of recognition and Kant's concept of respect00:17:28 - On the notion of play00:18:18 - On John Dewey's approach to education00:20:29 - On the existential dimension of education00:23:16 - 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 practice00:31:48 - On the importance of the academic essay in teacher educationLiterature: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.
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    34 分
  • #17 Ambrogio Bongiovanni | Interfaith Dialogue

    #17 Ambrogio Bongiovanni | Interfaith Dialogue
    2025/08/04

    In this episode of the ResponsAbility Podcast, we speak with Professor Ambrogio Bongiovanni—director of the Center for Interreligious Studies at the Pontifical Gregorian University—about the transformative role of dialogue in education, peace-building, and global responsibility. Drawing from decades of work across religious, academic, and international institutions, Bongiovanni explores what it means to cultivate a pedagogy of dialogue that embraces difference without losing depth. From grassroots encounters in India to teaching future educators and theologians, he shares insights on nonviolence, spiritual formation, and the ethical challenges of our time. In summary, this conversation examines how dialogue in education can foster connection, reflection, and responsibility in an increasingly divided world.


    00:01:00 – Background and path into interreligious work

    00:04:16 – Pedagogy of dialogue in multi-religious education

    00:08:19 – Dialogical training for peace and nonviolence

    00:12:12 – Challenges in promoting interreligious dialogue

    00:16:00 – Institutional influence on global dialogue and responsibility

    00:19:44 – Ethics and moral development in education

    00:22:52 – Spirituality and Bildung in education

    Literature:

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