In this episode, we talk with Tone Kvernbekk, Professor of Education at the University of Oslo, about how teachers think, reason, and act wisely in complex educational contexts. Drawing on her work on the nature of evidence, theory, and practical judgment, she discusses why educational practice cannot simply be based on evidence, but must be informed by it. We explore her reflections on causality, context, and the limits of instrumental thinking. Finally, Tone shares how pedagogical thought experiments can help cultivate the ability to respond thoughtfully and well to what each situation demands.00:00:44 – Academic journey and philosophical beginnings00:02:34 – Why theory and theory development matter in education00:04:27 – “Nothing is as practical as a good theory” 00:06:00 – The meaning of “based” in evidence-based practice00:08:02 – What counts as evidence?00:11:58 – John Hattie and the limits of “what works best”00:15:31 – Instrumentality and causality in education00:20:02 – Four models for connecting research evidence and practice00:22:35 – Grimen, phronesis, and Biesta – on wisdom, risk, and judgment00:25:41 – Pedagogical thought experiments and the cultivation of ResponsAbility00:30:06 – The responsibility of educational philosophers todayLiterature: Kvernbekk, T. (2005). Pedaogisk teoridannelse. Insidere, teoriformer og praksis. Fagbokforlaget Kvernbekk, T. (2011): The Concept of Evidence in Evidence-based Practice. In: Educational Theory, Vol. 61, No. 5. University of Illinois. Kvernbekk, T. (2018) «Evidensbasert Pedagogisk Praksis: Utvalgte Kontroverser.» Nordisk tidsskrift for pedagogikk og kritikk,Vol. 4, 2018, pp. 136–153. http://dx.doi.org/10.23865/ntpk.v4.1153 Kvernbekk, T. (2019) Practitioner tales: possible roles for research evidence in practice, Educational Research and Evaluation, 25:1-2, 25-42, DOI: 10.1080/13803611.2019.1617988 

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