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

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.

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.

1. 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?
2. 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.

1. 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?
2. 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.

1. 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?
2. 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.

1. 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?
2. 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.

1. 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?
2. 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.