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.

1. 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?
2. 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.

1. 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?
2. 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.

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

Literature:

• Scharmer, C. O. & Käufer, K. (2025): Presencing: 7 Practices for Transforming Self, Society, andBusiness. Oakland, CA: Berrett- Koehler Publishers, Inc.
• Senge, Peter M.; Scharmer, Claus Otto; Jaworski, Joseph; Flowers, Betty Sue (2004): Presence: ExploringProfound Change in People, Organizations, and Society. New York: Currency/Doubleday.
• Scharmer, O. (2018): The Essentials of Theory U: Core Principles and Applications. Oakland: Berrett-Koehler Publishers.
• Scharmer, O. (2016): Theory U: leading from the future as it emerges: the social technology ofpresencing. Oakland, CA: Berrett-Koehler Publishers, Inc.
• Scharmer, O. (2013): Leading from the emerging future: from ego-system to eco-system economies. SanFrancisco: Berrett-Koehler Publishers, Inc.