#3 Anders Lindseth | Bildung and Reflective Practice Research

From ResponsAbility - Dialogues on Practical Knowledge and Bildung in Professional Studies · 33:49

Show by Michael Noah Weiss & Guro Hansen Helskog

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 research00:06:30 – What is Reflective Practice Research?00:11:45 – Methodologies that can be used within the research approach of Reflective Practice Research00:23:52 – 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 meaning00:26:59 – 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 Between Theory and Practice – Questions for ReflectionHow 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. Anders Lindseth states that learning, development, and research often begin with an experience of discrepancy—a situation in which reality does not unfold as expected. Reflect on a recent situation in your professional life that surprised, challenged, or unsettled you. What might be at stake in this experience (e.g. what themes, topics, values)?Lindseth suggests that genuine thinking requires moments of stillness in which we step back from immediate reactions, calculations, and ready-made answers. How do you create space for reflection in your own life, and how might such moments of silence strengthen your capacity to respond wisely to the people and situations you encounter?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

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