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.

1. 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?
2. 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.)

In this episode of the ResponsAbility Podcast, we welcome Professor Balaganapathi Devarakonda (Bala), Professor of Philosophy at the University of Delhi and one of the leading voices in contemporary philosophical practice. Drawing on Indian philosophy, philosophical counselling, and intercultural dialogue, Bala explores philosophy not merely as an academic discipline but as a way of life. The conversation ranges from classical Indian traditions and the dialogical wisdom of texts such as the Mahabharata to questions of education, professional practice, peace, spirituality, and AI. Bala argues that philosophy should help us cultivate self-knowledge, responsibility, inner peace, and reflective judgment in everyday life. He also shares his vision of philosophy as a public enterprise that reaches beyond universities and engages directly with society.

00:01:04 — Bala’s path into philosophy and philosophical counselling; philosophy as a living practice

00:05:25 — The common thread connecting Bala’s diverse work; the core of his research and writings

00:07:08 — Dialogue, debate, and the argumentative tradition in Indian philosophy

00:12:55 — Eastern wisdom traditions and their contribution to contemporary professional life

00:23:21 — Philosophical practice in education; humanizing teacher education and learning

00:29:39 — Relearning peace; inner peace versus externally imposed peace

00:32:14 — Living philosophically, equanimity, and the relationship between philosophy and peace

00:37:47 — Spirituality, harmony, and the connection between self, society, and ultimate reality

00:40:19 — Philosophical practice, technology, AI, and maintaining humanity in digital times

00:44:46 — Closing reflection: topics not yet discussed and final thoughts

00:45:22 — Public philosophy and bringing philosophical practice beyond academia into society

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. Bala suggests that every person lives from an implicit philosophy—what he also calls our “inner operating system”: a set of assumptions, values, and ways of understanding reality that shape how we think, speak, and act. Which aspects of your own philosophy influence the way you respond to challenges in your professional life, and what might change if you reflected on them more consciously?
2. If peace, wisdom, and meaningful coexistence are not outcomes that can be imposed from the outside but qualities that must be cultivated within, what practices could help you develop greater equanimity, compassion, and reflective awareness in your everyday work—and how might this influence the people and communities around you?

Literature:

• Devarakonda, B.(2018). Hinduism in Thailand: Its presence and absence. Journal of South Asian Studies, 24(2), 73–86.
• Devarakonda, B., M., S., & K., B. (2014). Transition from cultural diversity to multiculturalism: Perspectives from off-shore industry in India. AI & Society: Journal of Knowledge, Culture and Communication. https://doi.org/10.1007/s00146-014-0537-8
• Devarakonda, B. (2023). Theistic metaphysics: Satchidananda Murty’s conceptualization of real. In M. Datta & S. Basu (Eds.), Approaches to the real in contemporary India. Jadavpur University.
• Devarakonda, B. (2022). Historiography of Indian philosophy: Some reflections on periodization and conceptualization. In D. Chakrabarti (Ed.), History of ancient India. Vivekananda International Foundation.
• Devarakonda, B. (2020). Relearning to be at peace: Exploring alternative conceptions. In P. Jonkers (Ed.), Self-awareness of life in new era. CRVP.
• Devarakonda, B. (in print). Culture through the labyrinth of globalization: A study of resistance to standardization of Telugu. Comparative Literature Studies.

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.

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.