『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 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.USN
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  • #32 Ken Wilber | An Integral Approach to Human Consciousness

    #32 Ken Wilber | An Integral Approach to Human Consciousness
    2026/06/05

    In this episode of the ResponsAbility Podcast, we welcome Ken Wilber, one of the most influential contemporary thinkers on consciousness, spirituality, and human development. The conversation explores the origins of Ken's integral approach, beginning with his early fascination with developmental psychology and his profound experiences of what he describes as “unity consciousness.” Ken reflects on the distinction between “growing up” stages of psychological development and “waking up” stages of spiritual realization, while also discussing concepts central to his work such as the four quadrants, multiple intelligences, and what he means by “opening up,” “cleaning up,” and “showing up.” Along the way, the dialogue touches on mysticism, Freud and Jung, integral spirituality, and the question of wholeness in human life. Ultimately, the episode becomes an inquiry into how human beings might cultivate a more integral and radically whole way of being in the world.


    00:01:05 — Origins of the integral approach

    00:11:45 — Mystical experience and unity consciousness

    00:17:52 — Integral spirituality

    00:41:04 — Spirituality and contemporary society

    00:43:28 — Wholeness and human development


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

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


    Literature:

    • Wilber, K. (2024): Finding Radical Wholeness: The Integral Path to Unity, Growth, and Delight, Shambhala. ISBN 978-1645471851
    • Wilber, K. (2024): A Post-Truth World: Politics, Polarization, and a Vision for Transcending the Chaos, Shambhala. ISBN 9781645473558
    • Wilber, K. (2013): The Integral Approach: A Short Introduction by Ken Wilber. ISBN 9780834829060
    • Wilber, K. (2008): Integral Life Practice: A 21st-Century Blueprint for Physical Health, Emotional Balance, Mental Clarity, and Spiritual Awakening. ISBN 1-59030-467-5
    • Wilber, K. (2008): The Pocket Ken Wilber. ISBN 1-59030-637-6
    • Wilber, K. (2007): The Integral Vision: A Very Short Introduction to the Revolutionary Integral Approach to Life, God, the Universe, and Everything. ISBN 1-59030-475-6
    • Wilber, K. (2007): The Integral Vision: A Very Short Introduction. ISBN 9781611806427
    • Wilber, K. (2006): Integral Spirituality: A Startling New Role for Religion in the Modern and Postmodern World. ISBN 1-59030-346-6
    • Wilber, K. (2006): Integral Life Practice Starter Kit. ISBN 0-9772275-0-2
    • Wilber, K. (2000): Integral Psychology: Consciousness, Spirit, Psychology, Therapy. ISBN 1-57062-554-9
    • Wilber, K. (1980): The Atman Project: A Transpersonal View of Human Development. ISBN 0-8356-0730-5
    • Wilber, K. (1977): The Spectrum of Consciousness. ISBN 0-8356-0695-3
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    45 分
  • #31 Bildung Conference Special | Lars Løvlie, Svein Østerud & Steen Nepper Larsen

    #31 Bildung Conference Special | Lars Løvlie, Svein Østerud & Steen Nepper Larsen
    2026/05/21
    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 wholeBetween 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.
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    25 分
  • #30 Stephen Kemmis | Becoming Critical Practitioners

    #30 Stephen Kemmis | Becoming Critical Practitioners
    2026/05/07

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


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

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

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

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

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

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

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

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


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

    1. Stephen Kemmis suggests that practices are shaped not only by what we do, but also by the cultural, material, and social conditions in which we act. Looking at your own professional practice, which conditions seem to support the kind of work you value, and which conditions might be limiting it? What small steps could you take—alone or together with others—to begin transforming those conditions?
    2. If responsibility is not about having complete control, but about responding thoughtfully within the practices we inhabit, where do you see opportunities to exercise your own Response-Ability? How might your everyday actions contribute either to reproducing the status quo or to creating more sustainable, and meaningful ways of working and living?


    Literature:

    • Kemmis, S. (2022): Transforming Practices: Changing the World with the Theory of Practice Architectures. Singapore: Springer Nature.
    • Mahon K., Francisco S., Kemmis S. (2017): Exploring Education and Professional Practice: Through the Lens of Practice Architectures. Singapore: Springer Nature.
    • Kemmis, S. (2014): The action research planner: doing critical participatory action research. Singapore: Springer.
    • Atweh W., Kemmis S. and Weeks P. (1998): Action Research in Practice. London; New York: Routledge.
    • Carr, W. & Kemmis, S. (1986): Becoming Critical. Education, Knowledge and Action Research. London: Falmer Press.


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    42 分
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