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PODCAST

ResponsAbility - Dialogues on Practical Knowledge and Bildung in Professional Studies

Michael Noah Weiss & Guro Hansen Helskog

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

education how to

All Episodes

43:30

#9 Hilary Bradbury | Action Research, Dialogue and...

ResponsAbility - Dialogues on Practical Knowledge and... ·

2025/01/15

Hilary Bradbury is our guest in this episode. She is a key figure in the vast international movement of action research and editor of The Sage Handbook of Action Research, which is without doubt a cornerstone of action research. Furthermore, she is one of the founders and editors in chief of the Action Research Journal as well as curator of the ActionResearchPlus online platform. In our conversation with her, we investigate central epistemological features of action research and the role of

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39:41

#8 John Hattie | Visible Learning and Intentional...

ResponsAbility - Dialogues on Practical Knowledge and... ·

2025/01/01

The guest of this episode is John Hattie, one of the world’s best-known and most widely read education experts. In our conversation with him, he explains the cornerstones and intentions of his Visible Learning approach. We also discuss several points of criticism that he received for his approach and how he developed it further based on the critique he faced. Furthermore, John also explicates the concept of intentional alignment and why the practice of this concept needs an ethical

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40:01

#7 The Wise Practitioner | James McGuirk

ResponsAbility - Dialogues on Practical Knowledge and... ·

2024/11/07

The guest of this episode is professor James McGuirk, Director of the Center for Diaconia and Professional Practice at VID Specialized University and professor II at Nord University, both in Norway. As a philosopher, James gives account of what he means by the notion of “the wise practitioner” and how students of professional studies can develop towards becoming wise practitioners. In order to do so, he explicates the three forms of knowledge of Aristotle and brings forth arguments why

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39:43

#6 Reflective Practice and Spirituality | Cheryl Hunt

ResponsAbility - Dialogues on Practical Knowledge and... ·

2024/10/24

The guest of this episode is Cheryl Hunt, Honorary Senior Research Fellow at the University of Exeter/UK, Director and Trustee of the International Network for the Study of Spirituality (INSS) and the founding editor of the Journal for the Study of Spirituality. Cheryl gives an in-depth account of Reflective Practice and how it developed historically in professional practices. Furthermore, she elaborates the relationship between Reflective Practice, spirituality and meaning-making. Finally,

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40:04

#5 Wonder-based Research and Learning to Stand in the...

ResponsAbility - Dialogues on Practical Knowledge and... ·

2024/10/10

In this episode we welcome Finn Thorbjørn Hansen, professor in applied philosophy at Aalborg University. Finn published extensively on the phenomenology of wonder and assumes it a key-dimension in higher education, professional studies and existential pedagogy in general. By means of the question “What would happen if we in the curriculum of higher education took seriously that we should learn our students ‘to stand in the open’, that is, really acknowledge that the future is unknown?” he

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33:27

#4 Practical Knowledge and Practice Research |...

ResponsAbility - Dialogues on Practical Knowledge and... ·

2024/09/25

In this episode, prof. Catrine Torbjørnsen Halås, former head of the Center for Practical Knowledge at Nord University, reflects on the relevance of practice research for professional studies like teacher education, social work or nursing. By means of personal experiences, she gives an elaborated account of what practical knowledge is and outlines different methodological approaches, how to develop that kind of knowledge. Last but not least, she explains why it is legitimate to use one’s

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33:49

#3 Bildung and Reflective Practice Research | Anders...

ResponsAbility - Dialogues on Practical Knowledge and... ·

2024/09/11

In this episode prof. emeritus Anders Lindseth talks about his work in the committee for Bildung in higher education (“Dannelsesutvalget - om dannelses perspektiver i høyere utdanning”, 2009) and the fundamental perspectives that this committee brought forward. Furthermore, he discusses the intention of The Research Council of Norway to have more practice-near research and how the Center for Practical Knowledge at Nord University, where Lindseth was professor, met this intention in terms of

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45:45

#2 Bildung and the Purposes of Education | Steen...

ResponsAbility - Dialogues on Practical Knowledge and... ·

2024/08/29

Steen Nepper Larsen is associate professor at the Department of Education Sciences at the Danish School of Education at Aarhus University. He is a renowned Danish intellectual and author of many publications. Among them is book together with John Hattie in which Steen challenges the Visible Learning approach. How this book came into life and what Steen assumes to be severe flaws of the education system today, is examined closer in this podcast episode, where Steen also gives an in-depth

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36:49

#1 Virtuosity in Professional Studies? | Gert Biesta

ResponsAbility - Dialogues on Practical Knowledge and... ·

2024/08/29

In this episode we welcome professor Gert Biesta as our guest. Gert is author of the book “The Beautiful Risk of Education” and a well-renown scholar in the field of educational theory. In our talk with him, he explicates why the shift of focus from teaching to learning is unfortunate and why a world-centered approach in education is to be chosen over a student-centered approach. He also describes why it is important for an educator to take risks and why the development of practical wisdom

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