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Indhold leveret af Michael Weiss, Michael Noah Weiss, and Guro Hansen Helskog. Alt podcastindhold inklusive episoder, grafik og podcastbeskrivelser uploades og leveres direkte af Michael Weiss, Michael Noah Weiss, and Guro Hansen Helskog eller deres podcastplatformspartner. Hvis du mener, at nogen bruger dit ophavsretligt beskyttede værk uden din tilladelse, kan du følge processen beskrevet her https://da.player.fm/legal.
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ResponsAbility - Dialogues on Practical Knowledge and Bildung in Professional Studies

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Indhold leveret af Michael Weiss, Michael Noah Weiss, and Guro Hansen Helskog. Alt podcastindhold inklusive episoder, grafik og podcastbeskrivelser uploades og leveres direkte af Michael Weiss, Michael Noah Weiss, and Guro Hansen Helskog eller deres podcastplatformspartner. Hvis du mener, at nogen bruger dit ophavsretligt beskyttede værk uden din tilladelse, kan du følge processen beskrevet her https://da.player.fm/legal.
How to turn professional experience into practical knowledge? How to reflect over one’s professional practice in order to improve it? How to further develop a practitioner’s responseAbility when facing challenging situations? Already Aristotle spoke of practical knowledge in terms of prudence or practical wisdom (phronesis), a notion which is also reflected in the term Bildung. In this podcast, the hosts prof. Michael Noah Weiss and prof. Guro Hansen Helskog are examining central aspects of this knowledge form and its relevance in professional studies by talking to different scholars who made significant contributions to the field. Listeners can get hands-on ideas on how to develop practical knowledge in their own professional contexts. Hosts: Michael Noah Weiss & Guro Hansen Helskog
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10 episoder

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Manage series 3596061
Indhold leveret af Michael Weiss, Michael Noah Weiss, and Guro Hansen Helskog. Alt podcastindhold inklusive episoder, grafik og podcastbeskrivelser uploades og leveres direkte af Michael Weiss, Michael Noah Weiss, and Guro Hansen Helskog eller deres podcastplatformspartner. Hvis du mener, at nogen bruger dit ophavsretligt beskyttede værk uden din tilladelse, kan du følge processen beskrevet her https://da.player.fm/legal.
How to turn professional experience into practical knowledge? How to reflect over one’s professional practice in order to improve it? How to further develop a practitioner’s responseAbility when facing challenging situations? Already Aristotle spoke of practical knowledge in terms of prudence or practical wisdom (phronesis), a notion which is also reflected in the term Bildung. In this podcast, the hosts prof. Michael Noah Weiss and prof. Guro Hansen Helskog are examining central aspects of this knowledge form and its relevance in professional studies by talking to different scholars who made significant contributions to the field. Listeners can get hands-on ideas on how to develop practical knowledge in their own professional contexts. Hosts: Michael Noah Weiss & Guro Hansen Helskog
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In this episode we have one of the most distinguished and well-known thinkers of our times with us: Martha C. Nussbaum. She is currently Ernst Freund Distinguished Service Professor of Law and Ethics at the University of Chicago, appointed in the Law School and the Philosophy Department. As a philosopher she published on a wide range of topics like ethics, feminism, political philosophy as well as ancient Greek and Roman philosophy. In our conversation with her, we delve into the Princeton Classics edition of her book Not For Profit: Why Democracy Needs the Humanities , which has just been released. Among other topics, we discuss the vital role of liberal arts and explore why their significance is increasingly diminished and even endangered in higher education. 00:01:26 – Why does democracy need the humanities? 00:05:56 – Why is there a Silent Crisis in Higher Education and what is it about? 00:09:57 – Why is it bad that the humanities are eradicated in certain university programs? 00:11:47 – What is Socratic pedagogy and how can it be practiced with students? 00:18:13 – Do one need specific classes to promote the three abilities that foster citizenship? 00:19:42 – What is meant by the ability to cultivate imagination? 00:24:45 – Is our human capacity of transcendence the key to develop responsibility? 00:29:03 – About the educational approach of the philosopher and poet Tagore 00:34:12 – How can liberal education be integrated in professional studies? 00:37:45 – On academic essay writing 00:41:52 – On Greek tragedies and their relevance for today’s world 00:44:11 – Why do we need to think about anger and forgiveness? 00:49:34 – Why philosophers who only have one single message, have become dead Further literature: Callard, A. (2025): Open Socrates. The Case for a Philosophical Life. New York, NY: W. W. Norton & Company. Nussbaum, Martha (2024): The Tenderness of Silent Minds. Benjamin Britten and his War Requiem. Oxford: Oxford University Press. Nussbaum, Martha (2023): Justice for Animals. Our Collective Responsibility. New York, NY: Simon & Schuster. Nussbaum, M. (2024 [2010]): Not For Profit. Why Democracy Needs The Humanities. Princton & Oxford: Princton University Press. Nussbaum, M. (2016): Anger and Forgiveness. Resentment, Generosity, Justice. New York, N.Y.: Oxford University Press. Nussbaum, M. (2001 [1986]): The Fragility of Goodness. Luck and Ethics in Greek Tragedy and Philosophy. Cambridge: Cambridge University Press. Nussbaum, Martha (1997). Cultivating Humanity: A Classical Defense of Reform in Liberal Education. Cambridge, Massachusetts: Harvard University Press.…
 
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 dialogue in this form of research. Last but not least we discuss with Hilary how action research can contribute to change and transformation in face of the climate crises and how spirituality can be approached by this form of research. 00:00:52 – How Hilary got involved in action research 00:02:42 – A short introduction to action research 00:04:55 – What is actionable knowledge? 00:07:32 – Different epistemologies between action research and conventional research 00:09:36 – On the notion of evidence in action research 00:12:54 – On the role of action research in social science and in the humanities 00:15:09 – On reflective practice research as a form of philosophical action research and how to deal with critics of action research 00:20:14 – How to understand impact in action research? 00:26:24 – How can one approach spirituality through action research? 00:37:39 – On practical wisdom and responsibility Further literature: Bradbury, H. (ed.) (2015): The Sage Handbook of Action Research. Thousand Oaks, CA: Sage Publishing. Bradbury, H. (2022): Action Research Transformation: ART at a time of ecosocial crisis. Celtenham: Edward Elgar Publishing. Angeltun, Weiss, Helskog & Bloom (forthcoming): “Imagine this…” – Exploring Creativity and Intuition in R&D processes with the Trilogos Method. In: Helskog, G. H. (ed.): The Humanizing Power of Philosophical Practice. Vienna: LIT Publishing. www.actionresearchplus.com…
 
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 dimension in order not to be misused. Finally, he advocates a shift of perspective in education from autonomy towards responsibility. 00:01:12 – What is Visible Learning? 00:02:59 – On “Know thy impact” 00:05:55 – On the impact of Visible Learning 00:07:01 – The main critiques of the Visible Learning approach 00:10:23 – On interpreting and building a story around data 00:12:02 – On “What works best” 00:14:37 – The relevance of self-knowledge in the Visible Learning approach 00:16:38 – The Dodo Bird Verdict 00:21:22 – Intentional alignment 00:27:13 – How does a competent teacher become a good teacher? 00:32:48 – On phronesis, Bildung and ResponsAbility 00:36:32 – From autonomy towards responsiblity Further literature: Hattie, J. (2023): Visible Learning: The Sequel A Synthesis of Over 2,100 Meta-Analyses Relating to Achievement. New York, NY: Routledge. Hattie, J. & Larsen, S. N. (2020): The Purposes of Education. A Conversation Between John Hattie and Steen Nepper Larsen. New York, NY: Routledge. Hattie, J. & Clarke, S. (2019): Visible Learning: Feedback. New York, NY: Routledge.…
 
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 using one’s own experiences is as legitimate as using others’ in practice research. 00:00:44 – What are characteristics of a wise practitioner? 00:02:06 – What is the role of habit in practical wisdom? 00:04:59 – What is the role of reason in practical wisdom? 00:06:42 – On the three knowledge forms of Aristotle 00:10:38 – What is phronesis? 00:14:03 – On values in institutions 00:18:54 – How can students of professional studies become wise practitioners? 00:24:28 – On the role of stories and experiences in practice research and developing practical knowledge 00:28:04 – Are there any differences in researching narratives phenomenologically or hermeneutically? 00:30:46 – Is using one’s own experiences as legitimate as using others’ in practice research? 00:36:17 – Is developing phronesis, or responsAbility, rather a matter of research than of teaching? Further literature: McGuirk, J. (2021): Den kloke praktikeren. In: Fuglseth, K.S. & Halås, C.T. (eds.): Innføring i Praktisk Kunnskap. Anerkjennende, kritisk og konstruktiv praksisforskning. Oslo: Universitetsforlaget. McGuirk, J. 2017. Experience and the story. I: Catrine Thorbjørnsen Halås, Ingjerd Gåre Kymre and Kari Steinsvik: Humanistiske forskningstilnærminger til profesjonspraksis. McGuirk, J. og Jan Selmer Methi. (2014); Praktisk kunnskap som profesjonsforskning: antologi over yrkeserfaringen som utgangspunkt for forståelse av kunnskapsutvikling i praksis. Fagbokforlaget. McGuirk, J. 2016. Phenomenological considerations of habit: Reason, knowing and self-presence in habitual action. Phenomenology and Mind, (6), 112–121. https://doi.org/10.13128/Phe_Mi-19556 McGuirk, J. 2021. Embedded rationality and the contextualization of critical thinking. Journal of Philosophy of Education, (55), 606-20. https://doi.org/10.1111/1467-9752.12563 McGuirk, J. 2023. Paying attention alone and together: The role of attention in the formation and cultivation of habits. Knowing our ways about in the world: Philosophical perspectives on Practical knowledge , eds. B. Molander, M. Solli, & T. Netland. Oslo. Scandinavian University Press. https://www.idunn.no/doi/10.18261/9788215069135-23-06 McGuirk, J. 2023. On the role of the ‘Call’ in professional work and practical knowledge. Exploring Practical Knowledge , eds. K. Fuglseth, C. Cederberg & E. van der Zande. Leiden. Brill McGuirk, J. 2022.Perspectives on democracy, citizenship, and value education in the Norwegian school. Education in Europe: Contemporary approaches across the continent . New York. Routledge.…
 
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, she explicates how spirituality can be studied and researched. 00:01:17 – On Reflective Practice and its history 00:14:29 – On the role of the question “Who am I?” in Reflective Practice 00:17:55 – What does it mean to act authentically in professional practices? 00:20:03 – On the relation between authenticity and spirituality 00:23:14 – Is there a relation between spirituality and meaning-making? 00:26:26 – What is the role of spirituality in professional practices? 00:28:19 – Is there a lack of spirituality in today’s world? 00:31:26 – Is Reflective Practice an approach to promote responsibility in professional practices 00:34:33 – How can spirituality be researched and studied? 00:36:10 – How to facilitate spirituality in terms of a reflective practice Further literature: - Hunt, C. (2024): Discovering Spirituality through Critical Reflection and Autoethnography. In: Flanagan, B. & Clough, K. (eds.): The Routledge Handbook of Research Methods in Spirituality and Contemplative Studies. London & New York, NY: Routledge. - Hunt, C. (2023): ‘Doing’ reflective practice and understanding spirituality as a way of being: Implications for professional and transformative practice, Journal for the Study of Spirituality, DOI: 10.1080/20440243.2023.2249823 - Hunt, C. (2021). Critical Reflection, Spirituality and Professional Practice 1st ed. 2021. Palgrave MacMillian Hunt, C. (2016) ‘Why me? Reflections on using the self in and as research’ In J. McNiff (ed) Values and Virtues in Higher Education Research: Critical issues. (Abingdon: Routledge) pp.48-63 Hunt, C. (2016) 'Spiritual creatures? Exploring a possible interface between reflective practice and spirituality'. In Fook, J., Collington, V., Ross, F., Ruch, G. and West, L. (eds) Researching Critical Reflection: Multidisciplinary perspectives. (London: Routledge). pp.34-47 Hunt, C. (2010): A step too far? From a professional reflective practice to spirituality. In: Bradbury, H., Frost, N., Kilminster, S. & Zukas, M. (eds.): Beyond reflective practice. New approaches to professional lifelong learning. London & New York: Routledge. Hunt, C. (2009) ‘ Wyrd knowledge: towards an understanding of spirituality through reflective practice and mythopoesis’. In P.Willis, T.Leonard, A.Morrison and S.Hodge (eds), Spiritualty, Mythopoesis and Learning (Queensland: Post Pressed). pp.130-146. Hunt, C. (2006) Travels with a turtle: metaphors and the making of a professional identity. Reflective Practice 7 (3), 315-332.…
 
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 delves into the concept of philosophical literacy and presents a wonder-based research approach that is strongly in line with the phenomenological-hermeneutical tradition as well as current eco-phenomenological thinking. Finally, he outlines how he conducts such wonder-based research in the form of his Wonder-Labs. 00:00:48 – What is applied philosophy? 00:02:08 – What is existential pedagogy? 00:09:18 – The philosophical life as an ideal of Bildung and learning to stand in the open 00:12:33 – Wonder in higher education and learning to deal with the unknown 00:17:10 – What is wonder-based research? 00:26:44 – What is philosophical literacy? 00:29:36 – The existential, the spiritual and the apophatic 00:32:43 – What is a Wonder-Lab? 00:37:38 – A summarizing view of Finn’s academic work and research Further literature: Hansen, F. T. (2024): The sense of wonder as a necessary “Philosophical Literacy” in healthcare. In: Ensted, D. & Dellenborg, L. (eds.): Culture, Spirituality and Religious Literacy in Healthcare , p. 217-231. Nordic Perspectives. London & New York, NY: Routledge. Hansen, F.T. (2024). Wonder and Philosophy as Grounding Sources in Health Humanities. In: Crawford, P., Kadetz, P. (eds) Palgrave Encyclopedia of the Health Humanities , p. 1-15. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-26825-1_221-2 Hansen, F. T.; Botnen Eide, S. & Leget C. (eds.) (2023): Wonder, Silence, and Human Flourishing. Towards a Rehumanization of Health, Education and Welfare . London: Lexington. Hansen, F.T. (2022). What would an Apophatic Action Research look like? International Journal of Action Research , Eikeland (ed.), special issue on «Conceptualizing AR». Vol. 18, Issue 2/2022, pp: 100–115. Thorsted, A.C. & Hansen, F.T. & (2022). At tænke med hjertet: En grundbog i eksistentiel praksisfænomenologi . [To Think With the Heart: Basic Reflections on Existential Praxis Phenomenology]. Aarhus: Klim. Hansen, F.T. (2022). At skrive sig ud mod det gådefulde via undringens fire verdenshjørner. In: Herholdt-Lomholdt, S. (red.), Fenomenologi. å leve,samtale og skrive ut mot det gåtefulle i tilværelsen, s. 47-87Bergen: Fagbokforlaget. Hansen, F.T. & Jørgensen, L.B. (2021). Wonder-inspired Leadership: Or how to cultivate ethical and phenomenon-led health care. Nursing Ethics : Vol. 28, No. 6 (September): 951-966. https://doi-org.zorac.aub.aau.dk/10.1177/0969733021990791 Hansen, F. T. (2019): Learning to Innovate in Higher Education Through Deep Wonder. In: Philosophy and Theory in Higher Education . Vol. 1, 3. pp. 51 - 74 Hansen, F. T. (2017): Sokratisk og fenomenologisk orientert aktionsforskning. In: Allrø, H. & Hansen, F. T. (eds.): Dialogisk aktionsforskning i et praksisnært perspektiv . Aalborg: Aalborg Universitetsforlag. Hansen, F.T. (2016). At undre sig ved livets afslutning: Om brug af filosofiske samtaler i palliativt arbejde [To Wonder at the End of Life: On the use of philosophical conversations in palliative care]. Copenhagen.: Akademisk forlag. Scientific monography. Hansen, F.T. & Dinkins, C. S. (2016). Socratic Wonder as a Way to Aletheia in Qualitative Research and Action Research . In: HASER. Revista Internacional de Filosofía Aplicada , Nr. 7: 51-88. Hansen, F.T. (2015). The Call and Practice of Wonder: How to Evoke a Socratic Community of Wonder in Professional Settings , s. 217-244. In : Noah Weiss, M. (ed.), Socratic Handbook:Dialogue Methods for Philosophical Practice. Wien: LIT Verlag Hansen, F. T. (2010): The Phenomenology of Wonder in Higher Education. In: Brinkmann, M. (ed.): Erziehung. Phänomenologische Perspektiven, p. 161-178 . Würzburg: Königshausen & Neumann. Hansen, F. T. (2007 [1st edition: 2002]): Det filosofiske liv. Et dannelsesideal for eksistenspædagogikken [The Philosophical Life: A Bildung Ideal for Existential Pedagogy] Copenhagen: Hans Reitzels Forlag.…
 
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 own practice experience as starting point when conducting practice research. 00:00:44 – Catrine's “personal journey” towards research on practical knowledge 00:02:20 – What is practice research? 00:04:09 – About research on practice, with practice or in practice? 00:05:59 - Differences between humanistic and social science research approaches in professional studies 00:08:39 – What is practical knowledge? 00:13:48 – Your own experience as valuable starting point for practice research 00:16:52 – What kind of methodologies can be used in order to develop practical knowledge? 00:21:03 – The role of unease in practice research 00:26:49 – To what extent is good practice, and with that practical knowledge, a question of the practitioner’s responsibility? 00:30:08 - How should we educate practitioners that are able to take responsibility? Further literature: - Halås, C.T. & Fuglseth, K.S. (2021): Fagområdet praktisk kunnskap. In: Fuglseth, K.S. & Halås, C.T. (eds.): Innføring i Praktisk Kunnskap. Anerkjennende, kritisk og konstruktiv praksisforskning. Oslo: Universitetsforlaget. - Halås C.T, Kymre, I.G and Steinsvik, K. (eds) (2017): Humanistiske forskningstilnærminger til profesjonspraksis. Gyldendal Akademisk. - Halås, C.T (2023) Jakob Meløe’s Praxeology – an ethnographic approach to research in practical knowledge . Antologikapittel i C. Cederberg, K. Fuglseth & E.vd Zande (eds) "Exploring practical knowledge. Life-World Studies of Professionals in Education and Research. Brill. - Halås, C.T (2022) Kunnskapsreflektert praxis som tilnærming til å skape sammenheng mellom praktisk og teoretisk virksomhet i sosialt arbeid . i Ø. Henriksen, A. Solstad & G.W. Øydgaard. Sammenhenger i sosialt arbeid . Universitetsforlaget. - Halås, C.T & McGuirk, J (2021) Det vitenskapelige essayet i profesjonsforskning: en kritisk utprøvende metode. Tidsskrift for psykisk helsearbeid: Volum 18, s. 5-14. https://doi.org/10.18261/issn.1504-3010-2021-01-02 - Halås, C.T & Lombholdt Herholdt, S.M Podcast about writing essays: https://nord.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=5dd3a0f6-39ef-4853-a8c2-b1370076f1d5…
 
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 Reflective Practice Research. In the further conversation, Lindseth gives an in-depth account of why and how this research approach is deeply rooted phenomenology and hermeneutics and why it is legitimate for practitioners to conduct research on their on practice. 00:01:12 – What is the role of Bildung in professional studies and research? 00:02:51 – What are experiences of discrepancy and how to investigate them in terms of research? 00:05:08 – The “personal” in research 00:06:30 – What is Reflective Practice Research? 00:11:45 – Methodologies that can be used within the research approach of Reflective Practice Research 00:23:52 – What is “response-ability” (or “respondability” as Anders also calls it) and why is it important for professionals like nurses, teachers etc.? 00:25:10 – ResponsAbility (or “respondability”) and the practitioner’s search for meaning 00:26:59 – On the theoretical reflection- the third phase of the research process in Reflective Practice Research. 00:29:32 – On the relationship between reflection and meditation Further literature: - Lindseth, A. (2020). Dosenten i et FoU-perspektiv. Refleksiv praksisforskning som en vei mot dosentkompetanse. I C. C. Bachke & M. Hermansen (Red.), Å satse på dosenter. Et utviklingsarbeid (Kap. 4, s. 75–101). Oslo: Cappelen Damm Akademisk. - Lindseth, A. (2021): Diskrepanserfaring og svarevne. In: Fuglseth, K. S. & Halås, C. T. (eds.): Innføring i praktisk kunnskap. Anerkjennende, kritisk og konstruktiv praksisforskning - Lindseth, A (2009), Dannelsens plass i profesjonsutdanninger. Kunnskap og dannelse foran et nytt århundre. Innstilling fra Dannelsesutvalget for høyere utdanning…
 
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 account of Bildung and why it is so fundamentally different from education. 00:01:02 – Working with John Hattie on the book project “The Purposes of Education” 00:04:13 – Steen's main critique of John Hattie’s Visible Learning approach 00:07:06 – What is Bildung? 00:12:26 – How have the themes of Bildung come under pressure? 00:16:36 – Steen's main arguments against evidence-based teaching 00:21:56 – What would an education without “evaluation fever” and the chase for evidence look like? 00:26:09 – Is the concept of Bildung relevant for today’s professional studies? 00:30:11 – Is there a relation between Bildung and responsibility as presented in the European Qualifications Framework? 00:35:41 – What is needed from us to become truly “seeing”? 00:40:00 – Bildung as the “God-given” in humans? Further 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. (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.…
 
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 in professional studies is mandatory, so that the students do not only become competent but good practitioners. 00:00:58 – On the difference between educational theory and philosophy of education 00:02:50 – On the unfortunate focus shift from teaching to learning 00:07:41 – Why teaching and learning should be more world-centered than student-centered 00:14:23 – On “subjectification” as one of the three main objectives of education 00:22:37 – What is phronesis and why is it important in professional studies? 00:24:29 – What is virtuosity, in relation to phronesis? 00:27:29 – Is virtuosity teachable? 00:31:18 – Is there a connection between the notion of “responsAbility” and phronesis? Further literature: - Biesta, G.J.J. (2015): “How does a competent teacher become a good teacher? On judgement, wisdom and virtuosity in teaching and teacher education.” In: Heilbronn, R. & Foreman‐Peck, L. (eds.): Philosophical perspectives on the future of teacher education. Oxford: Wiley Blackwell. - Biesta, G.J. 2013. The beautiful risk of education. Routledge. - Biesta, G,J. 2017. The Rediscovery of teaching. Routledge. - Biesta, G.J. 2020. Risking Ourselves in Education: Qualification, Socialization, and Subjectification Revisited. Educational Theory, v70 n1 p89-104 2020…
 
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