『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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  • #33 Otto Scharmer | Presencing

    #33 Otto Scharmer | Presencing
    2026/06/19

    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.
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    54 分
  • #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
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