The seven papers presented in this double symposium, begin from a variety of perspectives and contexts. Despite this variety, they are committed to the view that, due to current socio-cultural and economic complexities and uncertainties, it is more appropriate and productive to scrutinize closely the realities of professional responsibility, its unavoidable dilemmas and deliberations, their interconnectedness with educational programmes afforded professionals across the lifespan, and more informal institutional learning opportunities as a means of learning to live and work with professional responsibility, rather than a more exclusive focus on abstract conceptualisations of professionalism. Due to the very nature of professional work professional judgment remains open and uncertain subject to the shaping influences of wider national and international policies and prevailing ideologies. Nevertheless, despite an increasingly complex set of ‘glocal’ circumstances, the? key question being addressed, albeit from a variety of perspectives, is: “In an increasingly insecure, unpredictable and de-regulated world, what does professional responsibility entail?`` The seven papers set out to answer this question, not in a definitive manner but sufficiently to set an agenda for a more inclusive nested set of concepts, deliberations and possible practices. This approach is premised on the view that these concepts will provide more securely grounded conceptualizations of professional responsibility with potential to be generative in the face of increasing complexity and contested discourses while building a dialogue that remains open to further development yet gives direction but not prescription to ongoing professional deliberations. Each paper will approach the issue of professional responsibility from a particular vantage point. It will discuss professional responsibility by situating it within a particular frame of reference, within a particular domain of the broad field of professional education. From a positional as well as a substantive starting point, each paper will construct a picture containing some aspects of the following three elements but in different combinations and with different emphases: 1. From where I/we are positioned on a particular substantive issue, this is how I/we recapitulate concepts and understandings of professional responsibility (points of departure) 2. From these concepts and understandings, the following key concerns are identified as having significance for a more generic dialogue about professional responsibility (from this particular vantage point, this is how we construe and understand key aspects of the field), and 3. Collectively the content of 1&2 tend towards particular kinds of actions as being more desirable than others in the exercise of professional responsibility (identify consequences for action in a preliminary manner and/ or suggest/ discuss their possible implications for praxis) Each paper will also contribute epistemic kernels gathered from a wide ranging literature and set of perspectives that will form the basis for a more grounded yet encompassing repertoire on professional responsibility. In attending to these concerns, the intention is to move beyond deconstruction, complexity and critique, to new imagined horizons of professional responsibility from theoretical, conceptual and practical perspectives. It is anticipated that the contribution of discussants and audiences will be crucial to furthering and shaping this emergent dialectic.