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 editor 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 research approach.

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.