ResponsAbility - Dialogues on Practical Knowledge and Bildung in Professional Studies

About ResponsAbility - Dialogues on Practical Knowledge and Bildung in Professional Studies

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.

Publisher

Michael Noah Weiss & Guro Hansen Helskog

Category

education · education

Language

en

Explicit

No

First episode

29 Aug 2024

Latest episode

2 Nov 2026

Latest episodes

37 episodes in the feed.

1. 

   2 Nov 2026

   #37 Dag Herbjørnsrud | A Different History of Ideas

   In this episode of the ResponsAbility Podcast, we welcome Dag Herbjørnsrud, Norwegian historian of ideas, author, and founder of the Center for Global and Comparative History of Ideas. Drawing on his work on global intellectual history, Dag challenges some of the dominant narratives through which philosophy, democracy, science, and European history have traditionally been understood. The conversation explores what it might mean to move beyond merely decolonizing knowledge towards reconstructing a genuinely global understanding of intellectual history. Dag introduces his approach of complexity, connection, and comparison, and discusses examples ranging from Ethiopian philosophy and ancient democratic traditions to Indian and Chinese thought. Along the way, he questions familiar assumptions such as that philosophy originated in Greece, democracy began in Athens, or European intellectual traditions developed largely independently from the rest of the world. The dialogue also turns to education and the responsibility of universities to reconsider the knowledge and historical narratives they pass on to students. Dag argues for renewed forms of broad, interdisciplinary education—such as an updated examen philosophicum—that could help students, including those in professional education, develop a more global and interconnected understanding of knowledge and intellectual history. 00:01:01 – Origins of Herbjørnsrud’s global approach to intellectual history 00:04:02 – Moving from decolonization to reconstruction of a global knowledge canon 00:16:14 – Colonial myths: origins of democracy and European identity 00:23:19 – The myth that Europeans have always been white 00:30:33 – Origins of philosophy beyond ancient Greece 00:37:09 – Reintroducing examen philosophicum and global knowledge in professional education 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. Which assumptions, narratives, or “common knowledge” in your own field might deserve to be questioned or reconsidered when viewed from a more global and interconnected perspective? What responsibility do you have in your own professional or educational practice for broadening the perspectives and knowledge traditions that are heard, taught, and taken seriously—and what could you concretely do differently? Literature: Herbjørnsrud, D. (2024): Preface. In: Yaqob, Z. & Heywat, W.: The Hatata Inquiries: Two texts of Seventeenth-century African Philosophy from Ethiopia about Reason, the Creator, and Our Ethical Responsibilities. De Gruyter. DOI: https://doi.org/10.1515/9783110781922-203 (https://doi.org/10.1515/9783110781922-203) Herbjørnsrud, D. (2021): The Quest for a Global Age of Reason. Part I: Asia, Africa, the Greeks, and the Enlightenment Roots. In Dialogue and Universalism. 31 (3), 2021. Herbjørnsrud, D. (2021): TThe Quest for a Global Age of Reason. Part II: Cultural Appropriation and Racism in the Name of Enlightenment. In: Dialogue and Universalism. 31 (3), 2021. Herbjørnsrud, D. (2016): Globalkunnskap. Renessanse for en ny opplysningstid. Oslo: Scandinavian Academic Press. Herbjørnsrud, D. "Beyond decolonizing: global intellectual history and reconstruction of a comparative method," Global Intellectual History (papir 2021, online 2019 Herbjørnsrud, Dag og Stian Bromark: Blanke løgner, skitne sannheter, Tiden 2002, Cappelen Damm-pocket 2005

2. 

   1 Oct 2026

   #36 Nancy Sherman special | Finding Calm in a Storm - together with Harald Høiback, Ingrid Christine Reite Christensen, Linda Hafskjold & Camilla Angeltun

   In this special live edition of the ResponsAbility Podcast, recorded at the University of South-Eastern Norway, the event opens with a keynote by philosopher Nancy Sherman, who examines how Stoicism and Aristotelian ethics can illuminate the challenges of contemporary professional life. Drawing on her work in philosophy, psychoanalysis, and military ethics, Sherman reflects on resilience, emotional regulation, practical wisdom, and the cultivation of character. Following the keynote, Nancy Sherman is joined in dialogue by podcast hosts Michael Noah Weiss and Guro Hansen Helskog. Together they explore how ancient philosophical ideas can inform professional education and practice. In the last part of the event, an interdisciplinary panel brings these ideas into conversation with lived professional experience. Harald Høiback, Lieutenant Colonel and military philosopher, reflects on leadership, conscience, and resilience in warfare; Ingrid Christine Reite Christensen, Professor at the Norwegian Police University College, explores judgment, trust, and the use of force in policing; Linda Hafskjold, Head of Department at USN, discusses ethical tensions in radiography and healthcare education; and Camilla Angeltun, Associate Professor in Educational Science at USN, examines the cultivation of practical wisdom and ethical judgment in teacher education. Rather than offering ready-made answers, this episode invites listeners into a shared philosophical inquiry, demonstrating how ancient wisdom can provide valuable orientation for navigating the complexities of professional life today. KEYNOTE (Nancy Sherman) 00:02:28 - Stoicism today // Ancient philosophy // Contemporary relevance 00:02:31 - Aristotle and Stoicism // Human flourishing 00:07:25 - Core ideas of Stoicism // Virtue // Control // Practical philosophy 00:09:19 - Emotions // Judgments // Emotional education 00:15:41 - Preparing for adversity // Premeditation // Resilience 00:18:48 - Individual resilience // Relationships // Community 00:20:20 - Friendship // Flourishing // Professional life 00:26:27 - Friendship in the digital age // Loneliness // Social connection DIALOGUE (Nancy, Guro & Michael) 00:30:14 - Agency // Limits of control // Professional responsibility 00:33:28 - Emotional regulation // Emotional numbing // Professional resilience 00:35:33 - Character formation // Virtues // Professional education 00:37:34 - Preparing for adversity // Psychological resilience // Stoic practice PANEL Ingrid Christine Reite Christensen (Norwegian Police University College) 00:42:12 - Police education // Cafeteria conversation // Hidden philosophy 00:43:39 - Use-of-force pyramid // Trust-based policing // De-escalation 00:46:15 - Practical wisdom (phronesis) // Judgment // Restraint 00:47:22 - Aristotle // Doctrine of the mean // Learning through practice Harald Høiback (Norwegian Armed Forces Museums) 00:55:01 - Clausewitz // Stoicism // Military leadership 00:56:14 - Afghanistan // Failure // Knowing when to stop 00:57:39 - Resilience // Persistence // Strategic judgment 00:59:32 - Conscience // Duty // Moral responsibility Linda Hafskjold (USN) 01:03:18 - Radiography // Professional responsibility // Patient care 01:05:29 - Organizational pressures // Professional ideals 01:06:11 - Moral distress // Clinical education 01:08:57 - Character // Ethical judgment // Professional identity 01:09:06 - Moral courage // Responsibility // Practical wisdom Camilla Angeltun (USN) 01:13:28 - Teacher education // Moral uncertainty // Student dilemma 01:15:42 - Rules vs. judgment // Ethical frameworks 01:16:37 - Aristotle // Stoicism // Practical wisdom (phronesis) 01:17:13 - Character formation // Living with uncertainty // Professional judgment 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. Ancient philosophy suggests that professional excellence is shaped not only by technical expertise, but also by the ongoing cultivation of character, judgment, and practical wisdom. Which virtues or dispositions does your own professional role call for—and how might you deliberately cultivate them through your everyday practice rather than merely expecting them to emerge over time? Throughout the dialogue, the speakers return to situations in which professionals must navigate uncertainty, competing responsibilities, and the limits of their own influence. How can you discern when your responsibility is to persevere, when it is to exercise restraint, and when it is time to question the very assumptions or systems within which you are acting? Literature: Angeltun, C. (2015). What is courage? The Socratic World Café method. In M. N. Weiss (Ed.), The Socratic handbook. LIT Verlag. Angeltun, C. (2015). The awakening of phronesis: Philosophical practice and the call for traditional female values. In L. de Paula & P. Raabe (Eds.), Women in philosophical counseling: The anima of thought in action. Lexington Books. Angeltun, C., Weiss, M. N., & Hansen Helskog, G. (2025). "Imagine that..." Exploring creativity and intuition in research and development (R&D) processes through the Trilogos Method. In Reflective Practice Research in Higher Education Pedagogies. Christensen, I. C. R. (2025). Masteroppgaven i artikkelform: En innføring og veiledning. Universitetsforlaget. Hafskjold, L., Sundler, A. J., Holmström, I. K., Sundling, V., van Dulmen, S., & Eide, H. (2015). A cross-sectional study on person-centred communication with older people: The COMHOME study protocol. BMJ Open, 5(4), e007864. Hafskjold, L., Sundling, V., van Dulmen, S., & Eide, H. (2017). The use of supportive communication when responding to older people's emotional distress in home care: An observational study. BMC Nursing, 16, 24. Høiback, H. (2011). What is doctrine? Journal of Strategic Studies, 34(6), 879–900. Høiback, H. (2013). Understanding military doctrine: A multidisciplinary approach. Routledge. Sherman, N. (1989). The fabric of character: Aristotle's theory of virtue. Oxford University Press. Sherman, N. (2005). Stoic warriors: The ancient philosophy behind the military mind. Oxford University Press. Sherman, N. (2015). Afterwar: Healing the moral wounds of our soldiers. Oxford University Press. Sherman, N. (2021). Stoic wisdom: Ancient lessons for modern resilience. Oxford University Press. Sherman, N. (2024). How to have a soul: What Aristotle teaches us about lasting happiness. Penguin Press. Sundling, V., Hafskjold, L., Eklund, J. H., Holmström, I. K., van Dulmen, S., & Eide, H. (2020). Comparing supportive communication between home care nurses in Norway and Sweden. Patient Education and Counseling, 103(5), 976–984.

3. 

   1 Sept 2026

   #35 Megan Laverty | Philosophy of Education and Human Formation

   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. 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? 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.)

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• Alfried Längle
• Eva Maria Waibel
• Carol Gilligan
• Hilary Bradbury

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